In the Caribbean islands of Trinidad and Tobago, some children attend school for the first time, having been exposed at home to the English language through cable television, satellite radio, or print. In certain parts of Trinidad and Tobago, however, many children don’t have equal access to this language. Their familiarity with language is often based on Trinidadian English Creole or Tobagonian English Creole, which they have known from birth. Children are not encouraged to use these languages in the classroom, thereby further minoritizing students who lack access to standardized English. Most recently, adding another layer of complexity to the linguistic identity of the twin-island republic is the recent migration and settlement of Venezuelan migrant children, most of whom speak Venezuelan Spanish. It was not until September 2024 that some migrant children were granted access to public schools. However, many continue to be systematically denied access to public education in Trinidad and Tobago. Although temporary interventions have been put into place by the UNHCR and other national and regional grassroots organizations, access to education for this population was made even more challenging during the COVID-19 pandemic. In this chapter, I assess how monolingualism in this context is preserving the gatekeeping of information from minoritized groups, posing challenges to children’s universal right to accessibility of learning.