This article explores the effectiveness of teaching practices in English instruction in Faisalabad District, comparing the approaches employed by public and private schools. The study adopts a comparative research design to analyze the teaching practices in English instruction between 10 public and 10 private schools. A stratified sampling technique is used to ensure representation from 10 public schools’ English teachers and 10 private schools’ English teachers. The results can guide efforts to improve teaching practices, allocate resources effectively, and enhance the overall quality of English education in private and public schools. The article concludes by emphasizing the need for collaborative efforts to bridge the gap, ensuring equitable access to high-quality English education for all students in the region. Policymakers should address the high fees charged by private schools, which can exclude many students from low-income families. This could involve providing scholarships or implementing policies to make private schools more accessible.