ABSTRACT: Public high school English teachers must face challenges regarding teaching a foreign language every day. Besides, teachers deal with challenges trying to appropriate policies strategies like Basic Learning Rights (BLRs) that could be even more difficult since, The Ministry of National Education (MNE), and institution administrators conduct different agendas, which could generate significant adjustments respecting teachers’ original project plan and therefore, its implementation. This thesis will describe several aspects that a group of public high school teachers confronted in order to attempt to appropriate Basic Learning Rights in public high school they work during a period of six months. Through interviews, diaries, and an interactive technique session, participants brought out factors such as time, continuity, and untimely teachers relocations among others, which caused teachers to reflect not only on how to accomplish a specific goal like appropriating basic learning rights but also; on how to overcome all the constraints public high school teachers must deal with every year.