The pervasive consequences of neoliberalism in education (Apple, M. W., Power, meaning, and identity: Essays in critical educational studies. Peter Lang Pub Incorporated, 1999; McLaren, 2005) and particularly in English Language Teaching (ELT) (Block, 2012; Block, Gray & Holborow, 2012; Blum & Ullman, 2012; Guerrero-Nieto, H., & Quintero, A., PROFILE Issues in Teachers Professional Development 23:27–40, 2021; López-Gopar, M. E., & Sughrua, W., Journal of Language, Identity & Education 13:104–110, 2014; Sayer, P., Ambiguities and tensions in English language teaching: Portraits of EFL teachers as legitimate speakers. Routledge, 2012; Sayer, P., System 73:58–70, 2018) have been widely discussed. Scholars have shown the ways in which neoliberal ideas have transformed the social purposes of education into market purposes, the instrumentalization of teachers and their knowledge, and an idea of individual success based on accumulation. This chapter capitalizes on these previous theories and research to underscore common yet silent discriminatory hiring practices (Mackenzie, L., TESOL Journal 12, 2021) and working conditions based on nationality and the color of skin. A set of conversations with Colombian English teachers will serve as the grounds to show how the aforementioned practices conform a sort of internal colonialism (González Casanova, P., Colonialismo interno (uma redefinição). In: A. Bnoro, J. Amado, & J. González (Org.). A teoria marxista hoje: problemas e perspectivas (pp. 395–420). CLACSO, 2006), particularly in English language centers. After the implementation of the National Bilingualism Program in 2004 (and with it the reification of English), there was a boost in the demand for English courses which gave way to the emergence of many language centers that would add to the traditional existing ones. Most of these centers are owned by Colombians (Correa, D., & Guerrero, H., Traces of coloniality in Colombia’s Linguistic Landscape: A Multimodal analysis of language center’s English Advertisements [Manuscript submitted for publication] Universidad de Antioquia, Universidad Distrital Francisco José de Caldas, 2022) who exert practices of subjugation and discrimination toward their fellow Colombians. Although these practices are not exclusively exercised by language centers but by private schools and private universities alike, in this chapter we will address only those of the language centers. Our analysis of the conversations shows that the articulation of neoliberalism, internal colonialism, and the reification of English give way to different strategies aimed at the deskilling of teachers. As a consequence, regardless of the high qualifications Colombian English teachers have, non-academic related factors as their geographic origin and the color of their skin hinder their possibilities of obtaining a job promotion, of engaging in academically challenging activities, and in developing their intellectual potential.