This briefing paper focuses on the choices of instructional language in Pacific classrooms, as mandated by national or state policies, and discusses consequences of such choices on students' academic achievement and career preparation in the changing Pacific region. The paper first notes that in most South Pacific secondary schools, English is the language of the classroom, but for many upper grade students, English is their second language. The paper considers the misalignment of home and school languages, explaining that although the home languages of indigenous Pacific people are regarded by speakers and local authorities as an inherent part of indigenous culture and as the living language of the home, street, and community, they are rarely given a real role in academics. It then discusses some of the pros and cons of English as the language of instruction that Pacific educators must seriously consider. The paper goes on to discuss language and cognitive development and language policies across the curriculum, citing New Zealand as an example of a nation now using bilingual education in the development of ethnic preschools. (Contains 15 references.) (NKA)