This research comes up from an interest in understanding the impact and tensions that the implementation of educational policies from the District Plan of the Second Language (PDSL) has brought into the classroom. This study reviews the pedagogic practices of the teachers from early childhood education, specifically those who teach in the last year of preschool at San Jose Norte School (public school, known as District Educational Institution or IED for its spanish abbreviation) by comparing and contrasting their experience with what public policies propose. This research contributes to the investigation project led by “Infancias” research group from Universidad Distrital: “niños y niñas de Bogotá: entre el deseo de la política y la realidad de las prácticas institucionales”. Interviews and non-participant observations were used to gather information. Results showed that teachers consider that teaching english as a second language offers academic and professional opportunities for the future of the children and guarantees access to a multicultural experience. Also, they expressed that the PSDL has some aspects that need restating and overcome to have a successful implementation, such as the lack of constant support during the english practices and the fact that the resources to train and update the educative staff falls short. Teachers consider that more time is required so that the suggested actions can really make an impact by having a longer duration. Furthermore, they believe it is key that the whole educative community get involved in the program. These limitations represent the main worries of the teachers that were part of this research and the challenges in the implementation of the public policy.