This study describes and analyzes the state of English teaching in Colombian public secondary schools in 1971. Examined are the present status of the Colombian school system, the English curriculum, the attitudes of English students, and the organizations which contribute to the study of English in Colombia. The methods used to teach the language are described by observing a stratified sample of 30 classes and recording teacher behavior via the Flanders Interaction Analysis Categories system. It is found that lecture is the most common teacher behavior pattern, but that pattern drills are also widely used. Self-evaluation studies indicate that the listening and speaking skills are the weakest and that professional preparation is the strongest of the English teachers' competencies. Major problems include large classes, poor pay, anti-Americanism, a lack of didactic aids, a nearly total absence of articulation, and a paucity of in-service programs. The English student is found to be quite negative, especially boys. Organizations contributing to the teaching of English are Colombian-American Linguistic Institute, the binational centers, professional associations, the Fulbright Commission, and the British Council. The study also describes the national curriculum guide and the most commonly used textbooks. Following the study are recommendations and appendixes, including a list of those interviewed and an extensive bibliography. (Author/HW)