Multiple factors rests in nation’s growth but educational system plays a vital role in the development of a nation. The aim of this research article is to explore the role of bilingualism in early childhood education and also to investigate that multilingual educational system can be applied and run in a society, which is linguistically diverse like Pakistan and also investigates teacher’s experiences in primary schools, addressing children from different cultures and languages. To address the issue, we randomly investigated 300 respondents from different primary schools of Quetta City. A mixed approach (qualitative and quantitative) was used in this investigation. The primary data was collected through teacher’s questionnaire survey and observation. On the other hand, secondary data included books, journal articles and websites. Data were analyzed using the Statistical Package for Social Science (SPSS).The findings of this study revealed that the proficiency in Urdu, and also analyzing an approach from which age the children are at their best to understand, start or adopt second language and even speak more fluently. Pertinently that is the age it can also be judged the children are mixing up the primary and secondary languages. The findings of the study reveals that 52.7% respondents were excellent in Urdu language, 46.7 % respondent suggested the best age of 4-6 year to start the second language, 59% respondents were of the view that children can mix-up primary and secondary languages. 61.3% agreed upon the bilingualismin theearly ages. The survey concludes the bilingualism can effect on the education of the children at early age. Keeping in view the multilingualatmosphere of the Quetta city it is recommended that monoligualism is the best option of the children to be adopted in education system for better understanding.