Language Policy as Personal Experience My research explores how teachers in the Global South interpret language policies, particularly through the lens of Africanity and African personality theory in Ghana's multilingual educational context. I explore language policy via personal experience and unearth teacher portraits across the national policy archive to show how policy has been deployed from the Gold Coast to date. I combined historical data, language biographical interviews, and classroom observations to study how five teachers interpret English Medium of Instruction and Mother tongue-based bilingual education policies in a Ghanaian urban primary school. The findings suggest a reciprocal influence between national language policy discourses and teachers' personal experiences with language policy as reconfiguring educational experiences and outcomes for multilingual learners. By exploring language policy through teachers’ personal experience, this research situates Southern interpretations of language policy in the complex experiential realities of African multilingualism that go beyond problem versus resource orientations articulated within Northern interpretations of Language Planning and Policy, which derive authority in the practice of formal linguistics.