In this paper, I investigated the challenges and impacts of bilingual education policies in the Xinjiang Uyghur Autonomous Region, focusing on their effects on education quality and Uyghur socioeconomic status. Through qualitative analyses, I carefully examine deficiencies in policy implementation, such as unqualified teachers and the exclusion of Uyghur Minkao-Min students from higher education. The study highlights the adverse effects of mandated Mandarin instruction, including cultural barriers and resource disparities. I argue that overarching bilingual education policies reflect an assimilationist agenda rather than a genuine effort to enhance the educational and economic prospects of minority students. The enforcement of bilingual policy without adequate consideration of regional educational backgrounds or the unique needs of the community not only undermines the effectiveness of these initiatives but also risks eroding Uyghur cultural identity and exacerbating ethnic tensions.