This research, with a qualitative approach, a descriptive and interpretive scope, and a multiple case study design, aimed to: Interpret the perceptions of the educational community (school director, English teachers, students and guardians) regarding Bilingual Public Policy (National English Program NEP 2015-2025) in terms of its implementation, pedagogical model and bilingual practices in basic secondary and middle education in a rural Official Educational Institution in a municipality of Valle del Cauca, Colombia. The population sample, selected by the convenience and voluntary participation method, consisted of 30 participants, distributed as follows: the school director, an English teacher (DI), two teachers from other areas that guide English (DOA), 14 students and 12 guardians. The data collection instruments used were: (1) Sociodemographic information questionnaire, and (2) Semi-structured interview. Inductively analyzed the data, it was found that the educational community considers relevant that the NEP is implemented in the rural context, despite the disadvantages that it entails. Regarding the pedagogical model proposed by the NEP, it was evidenced the need to align it with the possibilities and contextual needs of the educational community. With regard to bilingual practices, it was found that they can be improved through motivating activities for students. It was concluded that, although some actions have been carried out in the Educational Institution to implement the NEP, the particularities of the rural context make difficult to carry out several of the proposals presented in said program. In addition, the situation is exacerbated by the lack of resources, both human and physical.