The study was conducted in the Brits District. Six schools were chosen of which 3 belonged to the former model C schools where the language of teaching and learning is Afrikaans, and the other 3 schools were previously disadvantaged/rural schools. A qualitative study was used to garner information in the form of interviews, document analysis and observation. The study attempt to find out the exact role that the School governing body (SGBs) play in the implementation of language policy as stipulated in the Constitution. It was revealed that of the 2 types of schools the school governing body (SGBs) for former model C schools are aware of the role they have to play in the implementation of the language policy whereas the school governing body (SGBs) for the rural schools are still grappling with their role as custodian of language policy implementation. A number of concepts emerged from the study where it became apparent that rural schools and former model C school’s play field were not equally levelled from the onset. Former model C school governing body (SGBs) seem to be aware of their role in the implementation of language policy, whereas the rural school, school governing body (SGBs) are aware of their other roles e.g. school maintenance, school fund and hiring of educators. On the other hand they are of the opinion that language policies is for the principal and the school management team. In addition it was observed that the school governing body (SGBs) for rural schools has low morale, do not have the language policy document and generally lack interest in the services they are supposed to provide critical theory underpins this study. / Educational Leadership and Management / M. Ed. (Education Management)