My research focused on the implementation of a feminist pedagogy in an EFL classroom of twenty-three young adults in a university in Bogotá, Colombia. I did a needs analysis to determine whether my students had any difficulties and found that there was a breach between the syllabus proposed by the institution and the linguistic and the sociolinguistic needs of the students. Therefore, I decided to use a post-structuralist methodology called Critical Feminist Pedagogy (CFP) (Cohen, 2004) because I wanted to go beyond the traditional communicative classes. According to Cohen (2004), CFP gives students more opportunities to interact with their peers and the teacher while expressing their opinions and reflecting upon models of sex and gender differentiations. My aim was to unveil the reflective discourses that might emerge when the group debated gender inequality.