Although there has been some discussion of prestige and image planning in the literature during the last 15 years (e.g., Ager, 1999, 2001; Haarmann, 1990; Omar, 1998), it is an area that is not as well developed, described, and understood as the traditional areas of status and corpus planning, or the more recent language-in-education (acquisition) planning. It may, therefore, be useful to begin by examining three examples of what most people accept as image planning. These examples then lead us to think image planning might be, in fact, three separate activities: promoting a language, manipulating image as a method of implementing language policy, and something deeper to dowith themotives of language planners themselves. From an examination of each of these activities, we could, hopefully, try to set out the relationship between society, language, and what planners do.