To help resolve the language of instruction dilemma in Hong Kong schools, this paper examines the hypothetical effect of government, business, and university language policy and practice on individuals' choice of intructional medium. While government policy has always allowed schools and students to choose either Chinese or English, most have chosen English. Bilingual education studies have concentrated on functional aspects of language, excluding sociopolitical variables that make English a higher status language. This study assumes a conflict paradigm perspective: Chinese should become a more popular instructional medium if more educational and political opportunities demanding Chinese proficiency existed. A survey was conducted to determine language(s) preferred by three samples of respondents: 136 Hong Kong primary students, 74 University of Hong Kong student teachers, and 36 secondary and college teachers in Indonesia, Malaysia, Pakistan, Philippines, and Thailand. Results show students' preference for English rising with each grade level. Sociopolitical setting strongly influences individuals' choice of medium, and universities affect language preference more than business or government. Clearly, students choose to learn in a language with easier access to power. This situation will not change until the infrastructure recognizes both languages as equal. (MLH)