This chapter discusses the importance of problematizing the constitution of the self as subject from a Foucauldian perspective, which entails a critical revision of how the “form subject” might contribute to the studies of English teachers’ identities and English teachers’ education. This domain may be understood as a post-structuralist focus of inquiry that deciphers the production and self- constitution of subjects. More precisely, this epistemological approach, will enable us to understand the intricate net of power-knowledge relations in which Colombian English teacher subjects is immersed and it will provide us with the adoption of new lenses to explain Colombian English teachers’ situation. In general terms, what this endeavor implies is to unmask the power- knowledge relations in which the English teacher subject has been objectified to fulfill the requirements of policies, the standards of an idealization of being or to explain the failure of a State’ goal and even the lack of success of a bilingual program.