This chapter integrates many of the ideas from language planning that are used for language policymaking at national and whole-system levels. I relate those ideas to language policymaking in schools. It is clear that the role of single schools is still largely overlooked in the language planning literature, and this is remarkable because schools appear to be the most basic sites where language planning can be put to work. In their everyday aims and operations, educators are continually refining, changing, and assessing children’s language use. By default, educators are really applied language planners, and language planning of an informal kind is what education does as a major function. In this chapter, I try to bridge this gap between language planning theory and educational practice.