The question of language in education has remained one of the most complex and debated topics, particularly in multilingual societies like India. Mahatma Gandhi, one of the foremost leaders of India’s independence movement and a visionary thinker on education, strongly advocated for the use of the mother tongue as the primary medium of instruction in early education. Gandhi believed that language is not merely a tool for communication but a critical carrier of culture, values, identity, and emotional expression. This paper explores Gandhi’s perspective on the role of the mother tongue in education and its relevance in contemporary educational debates. It analyzes Gandhi's philosophical writings, particularly his vision of Nai Talim (Basic Education), and argues that mother-tongue instruction fosters not only deeper cognitive understanding but also cultural rootedness and ethical development. Drawing upon relevant literature, policy documents, and comparative educational models, the paper also examines the cognitive and social benefits of mother-tongue education. The methodology includes qualitative content analysis of Gandhi’s texts and contemporary educational research. The discussion section evaluates the impact of colonial education policies, the growing dominance of English-medium education, and the recent recommendations of the National Education Policy (NEP) 2020 in India. The findings suggest that Gandhi's model remains highly relevant today and should be integrated within a pluralistic and multilingual educational framework. The conclusion offers practical suggestions for educational reform in India and similar contexts, with a focus on linguistic justice, inclusivity, and balanced multilingualism in line with Gandhian ideals.