This chapter provides a historical and contemporary overview of language teaching in Swiss schools. It traces how national debates over the sequencing of German, French, and English have shaped education policy over several decades. The chapter analyzes the 2004 and 2013 national strategies for language teaching, showing how federal coordination attempts to balance cantonal autonomy with national cohesion. It examines the pedagogical and ideological arguments surrounding the ‘English before French’ controversy in German-speaking cantons, revealing how differing visions of Switzerland’s linguistic future intersect with global linguistic hierarchies. While national languages are framed as essential to mutual understanding, English is increasingly valued for its instrumental and international benefits. The chapter also reviews curricular reforms, standard-setting initiatives such as the Common European Framework of Reference for Languages (CEFR), and the varying degrees of teacher preparation and assessment practices across cantons. Through a critical lens, it argues that Swiss LEP reflects both symbolic commitments to multilingualism and pragmatic shifts toward global English, creating tensions among policymakers, educators, and communities.