It has long been asserted that the English language is imperialist, however, the overwhelming effect it has on Education has long reaching consequences for people worldwide. That is to say, since English language teaching (ELT) is so fundamental for the financial and academic development of individuals on a global scale, it ought to be proposed that government provided access to communicative ELT is necessary for genuine democratization to occur in any given state. Whether you are a university student, a professor, a doctor, a businessman or a mere company employee, English language education is becoming a requirement for people in all walks of life across the globe. For university graduates, merely to gain employment in a developed country like South Korea, English communicative proficiency is a key determiner of employability. What should be of essence is that if boards of education implement English language education for the sole purposes of preparing students for multiple choice based Standardized Aptitude Tests, with little focus on improving their collective "bona fide" communicative ability, then the same learners' English language abilities will likely fail to bridge the gap between actual learner L2 communicative competence and the desired target L2 skills needed for success in an English mediated post-secondary educational environment. This paper proposes this phenomenon to be known as "The GPA Wall Hypothesis". An appendix presents: Interviews Conducted by Korean Companies - Percentages by Languages. (Contains 2 figures and 3 tables.)