The exploration of school English language (EL) teachers’ experiences in their teaching workplaces has mainly revolved around beliefs on effective teaching, resistance to labels, burnout, resilience, and accountability. The research agenda described in this chapter aims to disrupt this status quaestionis by exploring from a decolonial stance how EL teachers have lively experienced classificatory, dispossessing, and marginalizing acts perpetuated by school administrators’ internal colonial thinking, all of which put them in vulnerable or privileging social places resulting from power disputes over the control of their multiple existence areas. This exploration intends to provide a clearer understanding of coloniality-driven relations of exploitation, domination, and conflict in ELT settings from decolonial lenses.