My study explored the teaching of English through the lived experiences and responses of secondary English teachers towards change and innovation in the context of Bangladesh. Bangladesh is a country that has experienced two colonialisms (British and Pakistani) and the liberation war in 1971. These historic events have stamped in Bangladeshi peoples’ heart a long-lasting disdain towards any foreign language keeping the country at a monolingual state till date. In the post-colonial and post liberation context, an abrupt change has taken place with a number of events, namely, globalization generally and the growth of the garment industry especially. These events have led to an urge for better communication to enable competition in the global market and access to higher education and better jobs in local and international markets. With these recent changes, a shift has taken place in the teaching of English through the introduction of Communicative Language Teaching (CLT) replacing the traditional Grammar-Translation methodology. While teachers are coping with incorporating this new concept in their classroom, a number of new methodologies (ie. Task Based Learning-TBL, Computer-Aided Learning-CAL) are being tried side-by-side in some non-government public schools as well as private schools. At the same time, government policies and institutions are still carrying a legacy of the colonial influence. With all these crosscutting issues, this narrative study has generated evidence of the voices of teachers through their real-life experiences of understanding and feelings towards teaching English in the above scenarios. A life history approach has been applied as a useful method to capture the English teachers’ stories of their positive and challenging experiences and interpretations of teaching English in a post-colonial context. It has helped us generate knowledge of the dynamics of the introduction of modern teaching approaches in a traditional society wrestling with issues of poverty, globalisation and the call from the public and private sectors for an education system responsive to both the economy and its citizens’ rights.