Recent research has shown that Kiswahili is faced with lack of full implementation of language policy at various levels yet scholars have argued that language policy performs a substantial role in the enhancement of performance as well as the comprehension of the language. It is based on this thrust that this study was carried out to explore the challenges associated with enforcing school language policy in secondary schools. The study was conducted in 30 out of 300 public secondary schools found in Bungoma County. Stratified, purposive and simple random sampling techniques were used to sample the target groups. The questionnaire and focused group discussion guide and document analysis guide were used to collect data. The data was analyzed using descriptive statistics which included the use of frequencies, percentages and narrations. The study established that the challenges associated with the enforcement of school language policy were dependent on the type of school. In view of the above findings, it was recommended that day sub-county secondary school administrators, both in rural and urban areas should come up with stringent measures in enforcing the school language policies because of the nature of their schools. It is hoped the finding of this study would help MOEST, principals of schools and teachers in formulating school language policy that aim at enhancing students achievements in languages offered in the curriculum.