This sociolinguistic survey explores the language representation and practices in 104 lower primary schools in Southern Ghana. Multilingual classrooms in urban schools appeared to range from mild (low) to severe (high), and there were relatively fewer cases of multilingualism in classrooms of rural schools (most of them are linguistically homogenous). Albeit there are multilingual classrooms, L1 was used as language of instruction, particularly when teachers grasped the L1 of the community. Mismatch between the L1 of some teachers and the L1 of the learners was discerned.