During the last years, teaching English has become very important in Colombia as a way of interacting and being part of the globalized world; therefore, from the National English Program, COLOMBIA Very Well! It is sought that all the children of the national institutions achieve a level of English that allows them to interact and participate in this world that is constantly evolving. However, from the realities that exist in rural areas, where schools have multi-grade classrooms, it is evident that the difficulties and the inequality in investments generate imbalances in the access that students have to English (British Council, 2015). It is under this framework that the present investigation is inscribed, which aims to characterize the practice of the English teacher in three multi-grade classrooms of a rural school in Bogota. Some key concepts are defined: practices, rural educational institutions, multi-grade classrooms, primary and preschool education in Colombia, and English teaching; to then respond to the stated objective through a case descriptive study. In order to achieve the above, the information collected in five instruments applied to the English teacher of the participating institution was analyzed: interview of implicit theories, class observations, field diary notes, planning and reflections, in light of deductive categories taken from the theory, which were then complemented with inductive categories that emerged from the information and the content analysis. This study allowed to observe, identify and classify those aspects that make up the educational, didactic and teaching practice of the English teacher of the participating school to characterize these actions from the following subcategories: English teaching in multi-grade classrooms, the interactions, the use of resources (natural and recycled), the conceptions that the teacher has of childhood and the teaching of English, among others. From the data found, it can be concluded that the practice of the English teacher of this institution is characterized by being developed from a systemic vision, so the rural context and cognitive processes of students become important pieces for the teaching of this foreign language contributing to the construction of children who can participate in the globalized world.