This paper attempts to present a critical review of the current state of English language education in schools in India in view of the prevalent pedagogical policies and practices. Different types of schools in the different school systems and typologies of teaching situations, the diverse nature of curriculum, syllabi, materials development, and the related quality issues are critically analyzed. Based on the critical perspectives and insights certain pedagogically important implications have been explored and recommendations made to improve upon the standards and quality of English language education in schools in India.