This paper explores the dual impact of the English language in post-colonial India, highlighting its role in social upliftment and economic stability while also exposing underlying social inequalities. English is seen as a marker of power, privilege, and social mobility, particularly for the Indian middle class. However, this has created a divide between privileged classes with access to elite education and lower or middle-income groups struggling with inadequate English medium education. The COVID-19 pandemic exacerbated these disparities, particularly affecting students from impoverished backgrounds. The study narrows its focus to the intersectionality of religion, caste, and gender, investigating the challenges of online English language learning. Using Kimberlé Crenshaw’s concept of intersectionality, the paper examines the socio-economic and cultural barriers faced by Muslim women in the MewatMewat region of Haryana. Surveys and focused interviews reveal significant challenges in accessibility and affordability of online education, highlighting the rural–urban divide and the marginalization of female students. The findings indicate that while online learning has potential, significant barriers related to resource constraints, digital literacy, and societal norms must be addressed to improve its efficacy. This study calls for targeted interventions to bridge the digital divide and enhance educational opportunities for marginalized groups.