This study investigates, through a post-structuralist lens, the perceptions and policies on multilingualism held by administrators at an English preparatory school in a North Cyprus university. Using semi-structured interviews and informal chats, the findings reveal that while administrators value multilingualism as a symbol of internationalism and quality, they remain skeptical about the benefits of translingual practices in language learning. The study highlights the tension between embracing diversity and maintaining monolingual English instruction, revealing a complex interplay between institutional policies and the lived experiences of students and faculty.

Metin Mavioglu