This narrative study explores the lived experiences of rural EFL teachers from various regions of Colombia, noting how the everchanging shift in English language policies has influenced the foreign language classroom, while providing a platform for the participants to share their experiences as EFL instructors and the challenges that they face. This study used interviews and surveys for its data collection. One of the primary purposes of this study is to understand how these teachers adapt their current teaching practices to meet the requirements of the Colombian Ministry of Education’s English language policies, while upholding their own teaching philosophies to support the development of their students’ English proficiency under limited conditions. This presentation will walk the audience through the historical underpinnings of English language policy in Colombia, noting the building pressures that educators face as the Ministry of Education tries to move forward in its plight to become a “bilingual” nation. Next, it will offer an analysis of the surmounting pressures that rural teachers face due to lack of resources and the particularities of their teaching contexts. Finally, this presentation will turn its attention to the narratives of the participants in order to provide a glimpse into the lives of Colombian rural teachers and the ways they offer support to their students. The preliminary analysis of their stories will be unveiled to provide authentic accounts of teachers' lives and practices, which suggests the need to create localized policies and teacher development opportunities closer to the needs of these teaching communities.