The role of African languages in formal and nonformal learning is the subject of increasing local, national and international interests. Cognitive and pedagogical reasons abound for using the language best understood by the learner. However, many nonpedagogical factors related to politics, economics, language attitudes and colonial history are also extremely influential as decisions are made regarding language of instruction. Among the various stakeholders in this issue of language choice for education, an important interest group is the African elite. Members of the elite are able to access resources, marshal arguments that promote their values and ultimately influence the formulation and implementation of policy in ways that the average local community member cannot do. This paper examines the influence of international, national and local contexts upon the perspectives of the African elite where language and education are concerned. It argues that organized, intentional action by concerned members of the African elite can have significant impact on language-and-education choices. (Contains 2 notes.)