Introduction. The article reveals language policy implementation processes, taking into account the relevance of developing multilingual skills and paying special attention to the teaching of the state (Russian language), na-tional (Tatar language), as well as foreign (English) language. The purpose of this article is to analyze how lan-guage policy implementation impacts the education of indigenous peoples / minorities in the Republic of Ta-tarstan (RT). Issues related to language policy are very multifaceted and require analysis from the point of view of law, linguistics, and pedagogy, as well as the interaction of state bodies with its stakeholders. Materials and methods. The methods include a whole series of legislative acts regulating the implementation of language pol-icy in Russia and the Republic of Tatarstan. It pays a special attention to the State Program for the preservation, study and development of the state languages of the RT and other languages in the RT (State Program). The re-sults of the analysis and discussion describe the state of the language policy in the region, that is, its scale and size, the laws influencing the language policy in the field of education. Secondly, based on the experience of implementing language policy in other regions and countries, a comparative analysis is proposed using the ex-ample of the State Program. Using the theory of Professor B. Spolsky, the author conducts a general analysis of the language policy in the region. Also, following the guidelines for the preservation of languages of L. A. Gre-noble and L. J. Whaley, this article studies the effectiveness of implementation of the State Program. In conclu-sion, proposals are prepared for the implementation of the language policy in the Republic of Tatarstan and oth-er multilingual societies.