This study investigates the challenges associated with the implementation of English as the medium of training in Rwandan secondary schools, focusing on Groupe Scolaire Jabana all through the 2022–2023 educational 12 months. These demanding situations are evident in numerous areas. Instructors frequently lack ok English proficiency, main to code-switching between English and Kinyarwanda to facilitate comprehension. This exercise, while practical, might also preclude college students' complete immersion in the English language. Additionally, the shortage of English language assets, together with textbooks and digital getting to know materials, exacerbates the situation. Overcrowded lecture rooms similarly pressure the learning surroundings, proscribing person interest and effective language acquisition. College students at Groupe Scolaire Jabana showcase low self-belief in speaking English, regularly due to fear of creating errors and a loss of motivation. The dominance of Kinyarwanda in day by day communique and restricted possibilities for English practice out of doors the study room contribute to this reluctance. Furthermore, the abrupt coverage shift to English preparation, without sufficient preparatory measures, has left each instructors and students unwell-organized for the demands of English-medium schooling. In end, the case of Groupe Scolaire Jabana underscores the multifaceted demanding situations of implementing English as the medium of practise in Rwandan secondary colleges. Addressing these problems calls for complete techniques, which includes greater instructor training, provision of ok getting to know resources, and fostering an environment that encourages English usage both inside and outside the classroom. Such measures are essential to improve English proficiency and educational results inside the context of Rwanda's evolving linguistic panorama.