Informed by the conceptual-analytical framework of LPP and bilingual education policy, this study addresses a unique and under-researched case of heritage language education policy for complementary Polish State Schools abroad. These are a Polish governmental educational offering aimed at Polish migrants and their descendants. Data consist of two policy documents issued by Polish parliamentary and governmental authorities and are analyzed through qualitative content analysis. The specific research question is: What ideological and implementational spaces can be identified in the policy documents regarding the following six areas: academic goal; language ideology; linguistic goal; language orientation; bilingualism orientation; cultural orientation? The findings show that the policy opens up implementational and ideological spaces not only for language maintenance but also for various epistemic goals and literacy forms that create opportunities for a multifaceted personal and societal development of the students. Polish language and culture are positioned both as right and as resource, and spaces for cultural pluralism and plurilingualism emerge. Even if bilingualism and biliteracy are not explicitly expressed as goals, the policy recognizes the multiple linguistic realities of the students by assuming bilingualism, the orientation that is here called bilingualism as default. Future research directions are suggested in the conclusion.