Abstract: In an era where children increasingly consume animated content through television and digital platforms, concerns have risen about the language embedded in these cartoons and its potential influence on young viewers. This study examined parents’ and guardians’ awareness of the language used in animated cartoons watched by their children in Dodoma City, Tanzania. A qualitative case study design was adopted, guided by Social Learning Theory and Critical Discourse Analysis. The paper purposively involved 15 parents/guardians. Data were collected using semi-structured interviews with parents, and document analysis of selected cartoons. Thematic analysis was conducted using Critical Discourse Analysis procedures to uncover hidden ideologies, linguistic choices, and parental interpretations. Findings revealed that most parents were unaware of the linguistic content and hidden messages embedded in cartoons their children watched, often assuming that all animated content is safe and educational. This lack of critical engagement left children exposed to potentially inappropriate language and ideologies. The study recommends structured parental guidance, media literacy programs, and policy frameworks to support parents in evaluating cartoon content to safeguard children’s sociolinguistic development.