This study examines the looming prospect of Yoruba language endangerment and its implications for
Afrocentrism and African agenda. The descriptive survey mode was used for the study. Random sampling technique was used to select 20 public primary schools from Akoko North East and Akoko South West Local Government Areas, Ondo State, Nigeria. From each of the 20 schools, 15 pupils, 10 teachers of lower primary school level and 10 literate parents were selected. The participants were 640 (297 pupils, 175 teachers, and 168 parents). Three instruments were used for data collection: questionnaire on the medium of instruction for teachers teaching at the lower primary school; questionnaire for educated parents’ attitude towards mother tongue instruction; and questionnaire seeking information from pupils on the medium of instruction. The validated instruments had reliability co-efficient of 0.74, 0.78, and 0.81 respectively. The descriptive statistics such as percentage, mean and standard deviation were used for data analysis. Findings revealed among others that resources for mother tongue instruction were grossly inadequate (cluster mean= 2.40 while standard deviation=0.86). Also, the language used at home and pupils’ variables influenced teachers’ choice of
language of instruction (mean= 2.59, while standard deviation= 0.95236). Consequent upon the  findings, the implications were discussed and the study concluded that Yoruba language may be endangered and this will erode Afrocentrism and stall the realisation of African agenda. Recommendations were made to relevant stakeholders.