A comprehensive study of the relevant bibliography on the diglossic realities in Cape Verde and Curaçao reveals the sociolinguistic state of affairs in those countries and the significant implications to their socio-political and educational structures. Despite recommendations by the United Nations that learners are to be taught to read and write in their native language, this is not what always happens in those island nations. Rather, learners become literate (with varying degrees of success) in the colonial language. In this presentation I review language policy decisions and their consequences to attrition and retention rates in both the Cape Verdean and Curacao educational systems. This is part of my sabbatical research, which will yield important recommendations for policymakers in diglossic nations.