Scholars have long advocated for the inclusion of home languages in classrooms. Scientific data indicate that the use of the mother tongue in education fosters both second language acquisition and academic development while it validates minority language students’ experiences and knowledge and reaffirms their identities. Given the fact that Albanian students constitute the largest group of foreign students in the Greek educational system, the need to include the Albanian language becomes more insistent than ever. The present study deployed semi-structured interviews with five educators of a Greek primary school to investigate their practices in relation to the use of Albanian language in Greek language teaching and their stances on the use of Albanian for identity affirmation. Furthermore, a five-day intervention in the school’s second grade attempted to depict the responses of pupils towards the use of their home language in school settings. The overall findings suggest that Greek educators view the Albanian language as a barrier to Greek language acquisition. As a result, Albanian is deployed to a small number of practices in relation to Greek language teaching. Research also showed that Greek educators recognize Albanian pupils’ right to learn their language in community schools without seeing an overt link between the Albanian language and identity. Furthermore, teachers do not purposefully implement any activities that aim at bringing out students linguistic and cultural capital in classroom. Finally, pupils of Albanian origin responded in a positive way to the intervention expressing their wish to cultivating their mother tongue in formal settings. This study could serve as the basis for further research in relation to the inclusion of the Albanian language in the Greek educational context. A similar educational intervention could take place with the participation of Albanian parents in order to monitor the stances and attitudes of all stakeholders.