This paper analyses Swedish language-in-education policy and planning in the field of minority language education. In recent years, various criticisms have pointed to the discrepancy between these two processes in mother tongue instruction (MTI) at compulsory schools. The general dissatisfaction expressed by some representatives of language minority groups led to the emergence of independent bilingual schools. The present study aims to explain the reasons behind such developments by investigating the various challenges facing MTI as well as the impact of the recent introduction of a national language policy. It highlights various issues related to language-in-education policy and planning, language status, language acquisition management and micro language planning in the field of minority language education in a Northern European context.