This study examined the challenges associated with the implementation of the indigenous language policy for teaching basic science and mathematics in Niger State, Nigeria. The study also considered the prospects and provided key recommendations for improvement. A total of 383 primary school teachers from the 3 senatorial zones of Niger State were sampled from private, public, rural, and urban schools for the study. A researcher-prepared questionnaire was used to collect the needed data and was validated by experts and teachers and obtained a 0.88 reliability index using Cronbach Alpha. Data collected was analyzed using percentages and average weighted responses. The study reveals significant challenges, including a lack of resources, teacher fluency, and difficulty translating complex scientific concepts. It further revealed that the policy offers prospects such as improved student engagement, cultural preservation, and inclusivity. Recommendations include increasing teaching resources, enhancing teacher training, developing localized curricula, fostering community support, and implementing regular evaluations.