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Mother tongue education in developing countries is one of the challenges in this era of acute demand of accountability in language learning situations. It is precisely on the basis of these demands that language based researchers tend to draw conclusions that learners should be taught in mother tongue at the initial stages of learning for its benefits. However, the parents hold a different view.  This study explored the views of parents on mother tongue education at the early stages of learning in Southern Kgalagadi in Botswana. The study was conducted in four semi rural villages through the qualitative approach. The data was collected through administering questionnaires and interviewing parents on the issue. It is evident from the data that most parents, guided by the exigencies of the English medium instructions in the education system and professional life, do not want mother tongue to drive the learning processes at the initial stages of schooling, but, prefer English and or multilingualism for social, economic and academic reasons. The results suggest that educational authorities and researchers should make appropriate and well thought of policy decisions taking into consideration the parents’ concerns with regards the status of the use of mother tongue at lower levels of education. The paper argues for the upgrading and recognizing indigenous languages in the educational arena and the world of work. It submits that when these languages are given functional roles to play parents and learners will appreciate their contributions in mother tongue education.

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