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In the 1970s, the newly independent Seychelles government made a groundbreaking decision to recognize Seychellois Creole (SC) as an official language, becoming the first Creole-speaking nation to elevate its Creole to national language status and utilize it in education. This choice led to positive outcomes, including increased public literacy rates. However, some critics argue that teaching SC may hinder the acquisition of English and French, languages linked to socio-economic power and prestige. This book examines the attitudes of SC speakers towards their mother tongue, considering the country's colonial history. It aims to illuminate modern Seychellois perspectives on SC and its role in education, as well as how these views may impact the government's educational goals. The findings are pertinent for researchers focused on globalization, multilingual education, pluriliteracy, minority language preservation, language policy, and teacher training. Additionally, the implications extend to other post-colonial contexts in Africa, Asia, Europe, and the Americas, where the challenge of implementing sensitive yet effective multilingual educational policies is significant.