The perception of the English language has witnessed various reproaches, as well as its propagation since it arrived at the British East India Company. The English language brings a load of questions— its impact on Indian languages and cultures and the pattern of education in India, which even today is dominated by certain communities and sections of society, making the setting of the English curriculum irregular and to a certain extent redundant across universities in India. Besides the cultural aspect, the socio-economic impact of English has also gained prominence. The English language has become a prominent lingua franca in the globalized world. As countries with English as a second or foreign language are aspiring and flourishing in industries and higher education, the use and importance of English is increasing. Hence, as an educator, my concern trickles down to the students learning in the schools of India and their academic achievements, which are influenced by the learning and expertise of English. This research report studies the impact of expecting proficiency in the English language on students’ academic achievements and, thereby, the role of social justice pedagogy in teacher training to bolster the learning experiences of students. It also results in generating deeper insights towards the growth and well-being of the larger world. To gain further insight into this study, the research incorporates interviews with five students and their families. The sample includes Indian middle-income families from the same locality in Thane, a cosmopolitan and multilingual setup, and all the students enrolled in English-medium schools. There are only two differences: one, the students belong to different age groups, and two, they are raised in different linguistic backgrounds.