Due to recent local, national and international realities, having a high level of competence in two or more languages has assumed increased importance. Bilingual education is a complex and contentious field, as it needs to take into account the wider social and cultural consequences of the widespread use of two languages in society. Policy makers in Abu Dhabi have embarked on an ambitious reform program in public schools, advocating what is, in effect, a bilingual education system. This has been imposed in a top-down manner, leading to a sense of disenfranchisement amongst numerous stakeholders. This study is concerned with teacher perceptions of the reform program, revealing mostly negative perceptions regarding the realities of bilingual education in the classroom. Cultural issues have come to light with regard to the use of English as a medium of instruction in Math and Science classes, and with the employment of native speaker teachers to teach English. Is the prevailing bilingual education program in Abu Dhabi schools fit for purpose? This study suggests that, in order for the program to be both successful and sustainable, an in-depth understanding of contextualised perspectives is necessary, which would in turn lead to a realistic language policy in the emirate’s schools. It is recommended that the bilingual education policy proposed by the Abu Dhabi Education Council in 2009 be re-examined as a matter of priority.