This chapter explores the ongoing debate in Haiti over the use of Haitian Creole (Kreyòl) versus French as the primary language of instruction. It highlights both the progress and challenges of implementing mother tongue literacy programs within a bilingual education system. Drawing on a randomized control trial of the “Read to Learn” program and other studies, the chapter presents the successes and limitations of early grade literacy efforts in rural Haitian schools. It emphasizes the effectiveness of phonics-based, culturally responsive Kreyòl instruction. The chapter critically examines systemic barriers to literacy and learning, such as under-resourced schools, undertrained teachers, and limited instructional time. It advocates for greater investment in teacher professional development grounded in the science of reading. To mitigate the compounding effects of poverty, violence, and climate disruption on student learning, the chapter calls for a holistic educational approach that integrates social and emotional learning (SEL), early childhood development (ECD), early learning supports, school feeding programs, and enhanced learning environments. Through an analysis of technical strategies, cross-sectoral partnerships, and practice-based insights, the authors offer a vision for inclusive education reform rooted in linguistic rights, cultural relevance, and child well-being.