This research investigated curriculum provisions made for the treatment of Jamaican Creole (JC) throughout the education system in Jamaica and the views and practices of teachers involved in the delivery of Language Arts throughout that system; providing insights of the research gained through classroom observation with regard to the efficacy of teachers' practices in relation to these provisions; and highlighting the significance of the insights gained for language education planners in Jamaica, the wider Caribbean and the territories outside of the Caribbean, which share similar language planning challenges.