The paper addresses a key issue in language planning of the third world countries, specifically Pakistan, a country that remained under the shackles of Colonialism till 1947 but still does not have a clear cut language policy. Being richly multilingual and multicultural, it has had to cope with the problem of a second language, the national language and the regional and local languages. The often accepted dictum that “choosing to learn a second language affords you unending possibilities does not hold ground here”. Learning a second language is a compulsion. But what is the second language: Urdu, English or some powerful local language. This confusion has since long marred the teaching learning situation in some of the third world countries especially Pakistan. The teacher remains affixed with the Grammar Translation Method. The students have to refer to Urdu to learn English. However, Urdu is not the mother tongue of Ninety three percent of the population. Hence the students have to translate their thoughts twice which more than often results in the loss of meaning. The present study was experimental in nature which sought to find answer to the question: Is it possible to do away with Urdu and refer to the local language of the child while teaching him the English language? The study followed a pre-test post-test single group experimental design. It was found that the students were more enthusiastic in learning the English language through the medium of their local language. It is conceded that Urdu may be taught as a national language but while teaching the foreign language, its middle-man status must be done away with.