In Africa, indigenous minority languages have been suffocating and struggling for breathing space due to marginalisation. They continue to be neglected even after the attainment of independence, which is instigating extinction. Inherited colonial language policies saw English, Shona, and Ndebele languages attain a national and prestigious status at the expense of other minority languages. This chapter investigates language-in-education policies in Zimbabwe and their efforts towards the vitality and resuscitation of three minority languages, Shangani, ChiBarwe and Ndau. The argument avowed in this study is that language-in-education and use are essential in resuscitating minority languages in Zimbabwe. Even though the country lacks a clear national language policy elaborating its language matters, Zimbabwe’s Education Act and the Constitution provide a framework for the teaching and learning of minority languages. However, despite the contribution of these policies and efforts in language vitality and resuscitation, its introduction to the school curricula has remained problematic. This research critically examines the role played by language-in-education policies towards vitality and resuscitation of these minority languages. Data were collected through in-depth interviews, questionnaires and document analysis and findings were analysed qualitatively. The study recommends proper implementation of language-in-education policies and indigenous-led language resuscitation projects and programmes in Zimbabwe to rescue these minority languages from extinction. The study is theoretically grounded in the concepts a postmodernist human rights discourse in which language diversity is seen within the context of democracy and human rights. The right to language(s) of choice is considered as an integral part of fundamental human rights rather than as a hindrance to equality, democracy and development.