This research has explored the role of communication in the development of quality education in nursery schools in the town of Butembo in the Democratic Republic of Congo. The Congolese education sector in general, and nursery schools in particular, is plagued by a host of difficulties that hamper the achievement of quality learning. The majority of teaching staff are less pedagogically equipped, due to a lack of resources and ongoing training. Infrastructure to support teaching and learning is not available in nursery schools. Further to all of this, communication is also inadequate, and this hinders the achievement of the objectives of this specific level. How is communication manifested in nursery schools? How is bilingualism managed in nursery schools? These are the questions that guided this reflection. As for methodology, the qualitative approach was used through the documentary method associated with observation. The findings of this research are as follows: communication is inadequate at nursery school level, due to the lack of availability and diversity of infrastructures. Similarly, teachers find it difficult to manage bilingualism, given their lack of mastery of learners’ colloquial language. As teachers are the key to improving the quality of teaching and learning, in-service training remains a requirement for the development of communication in nursery schools.