This paper focuses on experiences of bilingual teachers in teaching multilingual learners in the schools that teach in Nepali-only medium in basic level schools in Nepal. In this qualitative case study, the data were collected through in-depth interviews with six bilingual teachers teaching three different subjects- English, mathematics and social studies in two public basic level schools in an urban school in Nepal. The teachers of grade four were selected, as the grade has more multilingual students coming from diverse language backgrounds such as Teli, Bote, Chepang, Badhi, Maithili, Urdu, Limbu, Rai, Tamang, etc.

The findings showcased that because of the multilingual learners and monolingual schooling practices, teachers have experienced the problems in enabling students equally understanding the content, thereby disadvantaged in the class while compared to the Nepali native speaking peers.  Teachers reported that the monolingual school policies disadvantaged these students in two ways: first by instructing in the language that the students do not understand (e.g., English) and the second the schools recruiting the teachers who do not understand the language of the learners. This paper presents these and several other findings in detail and elaborates the implications of such practices in students’ learning, future innovations in teaching the multilingual learners. Suggestions have been presented for future research to suggest the better pedagogical interventions in such contexts of schooling in Nepal.