This narrative research describes the story of a pre-service English teacher of a bachelor's in education program in EFL at USTA. Her journey of learning to become an English teacher encounters a series of experiences that confront her perceptions of her role in implementing educational policies and delivering the English curriculum at I.E.D Funza -Furatena, primary school. This autobiographical narrative inquiry gathers information from teacher reflective journals and a Language Learning History. Its objective was to know the pedagogical attitudes towards the reality that most public schools in Colombia live, on the other hand, also, to reflect on the experience of learning and teaching in this type of school context.