This article addresses a critical problem about asymmetrical power relationships and uneven conditions in English language education exerted via identity shaping discourses in the document Educación: "Visión 2019" issued by the Colombian Ministry of National Education. The study follows the critical discourse analysis method. It characterizes discursive strategies which, in turn, unveil power structures, means of control, and subject positioning of submission and dominance inherent in three main categories: "Being bilingual," "being successful," and "being Colombian." It concludes that discourses are being strategically employed by the Colombian Ministry of National Education to change or preserve ideologies and to widen gaps between socio-economic groups to protect the interests of only a small segment of the population.