This chapter explores how respondents’ positionalities (institutional, linguistic, and geographic) shape their perspectives on the role of teaching African languages in decolonisation and transformation efforts. We found that instructors who are more removed from experiences of being colonialised had different perspectives on the role of teaching and learning African languages in decolonisation efforts from those instructors whose classrooms are located in a context where students grew up using African languages. Students had more positive views, and connected increased attention to African languages in the classroom to material benefits for African language users outside of the classroom. The positionality of respondents with respect to African languages, for example whether these languages are ones that they grew up with or languages which they study, was a relevant factor in interpreting the responses to the question of what role there might be for African languages in decolonisation and transformation efforts. Responses suggest that, from a pedagogical perspective, instructors should keep in mind that the potential value of contextualised inclusion of African Languages in linguistic curricula for undergraduate students, particularly in Africa, may be significant for those who grew up using these languages amidst the ongoing marginalisation of these languages.