In this study, we wanted to both identify and analyze the structural barriers that prevent Wamba teachers from properly using local languages in primary schools so that planned policies are more timely, meaningful, and strengthened; to identify the difficulties encountered by teachers in introducing local languages in the above-mentioned schools and to determine whether local languages (local languages) can be adapted to all branches (subjects) enrolled in the primary curriculum in R.D.Congo. In the end, we found that, local languages can facilitate the better understanding of the subject as well as its assimilation by the students. At the same time, they can develop national pride, cultivate the love of the homeland, help students internalize the values of the environment, facilitate modernity and can significantly reduce the myth of superiority of Western languages inherited from colonization. The obstacles to their introduction into Wamba primary schools are at the same time political, linguistic, socio-cultural, economic and psychopedagogical. Their use in schools is a handicap to development and modernity. Difficulties encountered by teachers in this regard include the lack of an official program in local languages, textbooks (books) compliant and adapted and the non-training of some teachers who do not master local languages. Also, local languages are not adapted to certain disciplines (branches) of the program.