This study examined students' perceptions of mother tongue-based instruction in Furniture Design and Production in technical colleges in Lagos State, Nigeria, focusing on conceptual understanding, implementation challenges, and creativity, innovation, and entrepreneurial skills. A descriptive survey design was adopted, involving 58 students across six Government Technical Colleges through total enumeration. Data were collected using a researcher-developed questionnaire with a reported Cronbach's alpha coefficient of 0.86. Of the 58 questionnaires administered, 54 were completed and returned, representing a response rate of 93.1%. Data were analysed using mean and standard deviation, with a criterion mean of 3.50. Findings revealed positive student perceptions of mother tongue-based instruction in understanding technical concepts (grand mean = 3.58, SD = 0.49) and supporting creativity and innovation (grand mean = 3.58, SD = 0.50) However, students also identified implementation challenges, including inadequate instructional materials, limited workshop resources, insufficient facilitator training, and institutional and linguistic constraints (grand mean = 3.57, SD = 0.50). The study concludes that Yoruba-supported instruction, alongside English technical terminology, may provide a useful approach to practical vocational learning. It recommends strengthening facilitator training, developing standardised Yoruba-English instructional materials, and improving institutional support for integrating indigenous-language instruction into technical education.