This study examined the level of compliance of schools with the policy of using indigenous languages at the pre-primary and primary level of education in Abeokuta, Nigeria. Two research questions were raised and answered. A total of 2400 pupils and 60 teachers were involved while data were collected using classroom observation chart and questionnaire. Frequency counts and simple percentage were used in data analysis. Findings reveal that pedagogical practices in schools are at variance with the policy provisions. It is therefore recommended that the policy be fully implemented to maximize learning at this level of education.