As a super-diverse linguistic population country Zein et al. (2020), the Indonesian government strategically regulates and promotes the importance of multilingual competence. Regardless of the increasing demand for foreign language mastery, particularly English, the government remains persistent in “prioritizing national language, preserving local language, and mastering foreign language” slogan and promotion. Indonesian language is a mandatory subject in all primary schools, while local language and foreign language(s) are often included in local content subjects. In Jakarta, for example, 85% of public schools introduce English as a subject and few others use it as a medium of instruction for grades 4 to 6 students. However, the language norm outside the school and in the family is “Betawi,” the local language. It demonstrates a juxtaposed yet multifaceted desire for the foreign, national, and local language. This chapter, therefore, aims to interrogate the language-in-education and family language policy as implemented in one of the elementary schools in Jakarta, Indonesia, and embraced by the students’ parents of that school. The analysis focuses on (a) what shapes such desires for the language(s) to use in daily communication and interaction and to acquire as a linguistic capital, and (b) how do teachers and parents perceive the language—national, local, and foreign, in relation to linguistic ecology, diversity, and multilingual justice in the Indonesian context. Data in this case study research were collected through semi-structured interviews with a student and two parents who decided to send their children to one of international Islamic boarding schools in Jakarta, Indonesia. We employed the conceptual framework of linguistic capital (Bourdieu, 1991) and investment of Darvin and Norton (2015). The results demonstrate that the choice of international Islamic boarding school interacts with the desire to making linguistic investment and identity construction, in which comprehension in foreign languages is perceived essential to acquire linguistic and religious capital. However, in such practices, tensions arise among English, Indonesian, and local language or mother tongue, highlighting complex interplay of languages in multilingual settings.