In this article we aim at showing partial results of a study about the profiles of English as a Foreign Language (EFL) teachers in both public and private primary and secondary strata 1-4 schools in Cali, Colombia. Teachers’ methodological approaches and practices are described and analyzed from a sample of 220 teachers. Information was gathered from surveys, interviews and institutional documents. The quantitative information was processed with the Statistical Package for the Social Sciences and Excel while the qualitative information (from a survey and focal interviews) was analyzed hermeneutically. An analysis grid was used for the examination of institutional documents (area planning, syllabi, and didactic materials). Teachers’ methodology (approaches/methods), lessons, activities, objectives, cur ricula, syllabi and evaluation are analyzed in the light of literature in the field. Finally, we discuss the implications of methodological approaches.