The article presents a comprehensive analysis of the process of transition of the secondary and higher education system of the Republic of Kazakhstan to Kazakh as the main language of instruction. In the sociolinguistic aspect, the dynamics of the linguistic situation and the influence of the policy of Kazakhization on identity are considered. The political and legal analysis reveals the evolution of the legislative framework, from the Constitution to relevant government programs. In the educational aspect, the emphasis is on staffing, the quality of textbooks and the results of the introduction of multilingualism. Based on theoretical approaches (J. Fishman, B. Spolsky, N. Hornberger) and empirical data, the authors conclude that there are institutional and methodological barriers that require a transition from quantitative expansion to qualitative content of language policy.