This study explores teachers’ perceptions on using Wolof as a medium of instruction among lower primary students in Ngayen Sanjal, The Gambia. Employing a mixed-methods approach, data were collected through a 10-item Likert-scale questionnaire completed by 17 teachers and semi-structured interviews with three educators: a headteacher and two classroom teachers. The quantitative findings revealed strong agreement on the benefits of Wolof for comprehension, vocabulary acquisition, student engagement, and cultural identity. Complementary qualitative findings highlighted real classroom practices such as strategic code-switching, collaborative planning, and challenges faced in multilingual contexts. Teachers advocated for structured training and formal policy support to sustain Wolof integration in English instruction. The study concludes that using Wolof as a medium of instruction meaningfully contributes to inclusive, effective English language teaching and recommends ministry-level reforms, bilingual resource development, and wider-scale research. These insights align with sociocultural theories of language learning and affirm the pedagogical value of leveraging learners’ first language in multilingual education systems.