<p>This study examines the implementation of bilingual education policies in Tuluá, Colombia, with a specific focus on the degree to which local practices align with national goals for bilingualism. The research addresses a gap in the literature by providing a local-level perspective on how English language policy translates into classroom realities, teacher development, and student outcomes. Methodologically, the study employs a qualitative approach, supported by document analysis and elements of the analytical method, to investigate the phenomenon of bilingualism in Tuluá, Colombia. Findings indicate that while policies promote English as a central pillar of bilingualism, implementation is uneven due to limitations in teachers’ English proficiency development and insufficient pedagogical training. By clearly distinguishing between these two aspects, the study reveals that teacher language proficiency remains a challenge, while pedagogical initiatives have shown moderate progress. Results also highlight gaps between policy intentions and measurable outcomes, with standardized test results reflecting persistent disparities. The primary objective was to assess the promotion of bilingualism and propose recommendations to strengthen educational and language policies. The implications suggest that sustainable bilingual education in Colombia requires integrated efforts addressing both language proficiency and pedagogical training. Additionally, local policy design should be informed by contextual realities to strengthen long-term outcomes. This article contributes to the discussion on bilingualism in Latin America by emphasizing the importance of aligning language education policy with teacher development and institutional support.</p>