This paper addresses the issue of the relationship between critical pedagogy and English as a foreign language (EFL) in Venezuela. Teacher-researchers have come to see the issues confronting nonnative educators in ELT as a more important issue than in previous years. They are particularly concerned about the current situation in Venezuela, especially teacher education programs and how well these programs address student teachers' critical awareness about the role of English seen from a broader socio-cultural context. This paper specifically investigates, through a survey of ELT professionals, Venezuela's teachers' perceptions on critical pedagogy and their role as EFL teacher educators. The paper also provides a background on ELT in Venezuela and critical pedagogy and ELT in particular. ELT professionals were asked about their roles as providers/givers of knowledge, and about their roles as facilitators to language learning. It is concluded that Venezuelans, and others, need to develop their own textbooks and materials, and not just rely on texts imported from the United States, Britain, Canada, or Australia, and to encourage life-long learning. (Contains 16 references.) (KFT)