This study aims to explain the rationale behind the policy of English Language as Compulsory subject in Pakistan. It also documents the perceptual experience of the students who are negatively as well as positively affected by this policy. The study follows the qualitative strategy of research. It employs In-Depth Interviews from different stakeholders as the main method to collect primary data. This study builds upon findings of various studies conducted in Pakistan which found a positive relationship between the socio economic status and level of proficiency in English language. This study sees this relationship as a product of differential access to English learning opportunities available to haves & have nots in the larger society. Findings of the study confirm that students from lower socio-economic background are suffering or are at the risk of suffering at the hands of policy of English as a compulsory subject. It also finds absence of any sense of resistance among those who are at the receiving end of the policy. My assertions is that the unquestioning acceptance of English as a superior language is a consequence of the official endorsement of the idea that English is a prerequisite for personal as well as social development. The study, attempts to problematize the hegemonic role of English as a compulsory subject. It is also argued here that state and its policies, being dominated by the English proficient elite, exhibit an ambivalent attitude at best despite offering a lot of lip service towards the sufferings of non-proficient lot. However, this study falls short of offering any solutions to the problem owing to its limited scope and manifold limitations. Supervisor:- Dr. Huma Haq