This paper reviewed the Zimbabwean language policies over the years with the view to establishing whether language equity and equality are an achievable dream with English language on the one hand and indigenous languages on the other. It emerged that many language policies were put in place – from the Judges Commission of 1962 to the New Curriculum Framework (2015-2022) currently under implementation. Despite some of the post-colonial policies looking so revolutionary on paper, most of them suffered a still birth at implementation stage such that the English language still enjoys (more or less) its pre-independence privileged position. The New Curriculum Framework currently under implementation seems to take little cognisance of the need to level the linguistic playing field in order to achieve language equity and equality. Overall, there is need for concerted efforts at policy level, complemented by commitment at implementation stage, the latter which calls for a total attitude overhaul on the part of classroom practitioners.