This article contributes to research on critical perspectives in Teaching English to Speakers of Other Languages (TESOL) and on evaluative frameworks for English language learning (ELL) Web sites. The research addressed the following questions: (a) To what extent do ELL Web sites depict diverse representations of gender, race, socioeconomic status, sexuality, and postcolonial identities? (b) Are there additional elements of identity that are legitimized or subjugated either because they are presented as default characteristics of English speakers or because they are excluded from site materials? To help answer these questions, two public Web sites (http://eslcafe.com and http://a4esl.org) were examined for evidence of diverse representations of gender, race, socioeconomic status, sexuality, and postcolonial identities. Results showed some evidence of socioeconomic and gender inclusivity; site materials were less inclusive of diverse racial, nonheterosexual, and postcolonial identities. The article also suggests specific critical criteria in ELL Web site evaluation and ideas for future research and classroom projects.