This research aims to identify, describe, compare and analyze the educational actions, which were designed by the Emilio Valenzuela School (FCEV) to improve the proficiency English as a Foreign Language during 2009 - 2014, 2015, 2016 - 2017 and 2018 - 2019. This research emerged from test score analysis (2012 – 2018), where the sharp rise of English standardized test scores from 2014 to 2015 was observed. In such a way, this issue caught my interest in finding out how this school could face a set of pedagogical, demographic, curricular, administrative, political and cultural changes. It suggests that there were some actions that marked a milestone at Emilio school while improving the English proficiency level year by year. Furthermore, to observe this evolutionary process, an exhaustive exploration of school, virtual and pedagogical actions were carried out in the English curriculum and the daily and educational practice at local, national and international level. On the other hand, since this study is a descriptive, exploratory and correlational project, data collection methods used were interviews and documental analysis. Thus, all information collected was analyzed according to Garcia Santa- Cecilia’s curriculum design and levels, Gonzalez Flechas’ curricula matrix (which was also modified) and Grundy’s emancipator curriculum analyzed by D., Sanchez, Ruiz, Garcia, & PUJ (2001). As a result, we could conclude that a set of actions associated with a manifold and positive impacts, referred to in Emilista’s curriculums, can change a Colombian school in five years.