The absence of a clearly defined language policy in education within the government of Kenya has led to a lack of structured and rational discussion on language policy matters. This gap is evident in the competence-based curriculum debate, particularly concerning the teaching of Indigenous languages. Controversies and diverse perspectives surrounding Indigenous language education in schools have hindered effective implementation of language policies in the education system. This study delves into the interpretation and application of language policy guidelines by teachers in Kenya, exploring their roles as policy actors and the challenges they face as subjects in these policies. Focusing on 40 teachers, this study investigated how they comprehend and enact recent language education policies and reform measures, specifically within the context of a competence-based curriculum (CBC). With a global emphasis on teacher quality and classroom preparedness, this study examines the nuanced ways in which teachers navigate and interpret language education policies designed to address quality issues within Kenya's education system. This study employs Fairclough’s (1992) Critical Discourse Analysis framework, which provides a robust theoretical foundation to address tensions within Language Policy and Planning. Adopting a qualitative research design, specifically ethnography, this study utilised interviews and focus group discussions as data collection methods. The findings underscore the varied interpretations of core language policy concepts among teachers and reveal a significant gap between policymakers and implementers. In light of these findings, this study recommends a more inclusive approach, suggesting that the government should actively involve teachers in language policy development and implementation. By fostering collaboration and understanding between policy makers and educators, there is potential for more effective and sustainable language policy outcomes in the education sector