Abstract
This study explores the trajectory of English education in Uzbekistan since the country’s independence in 1991. It highlights key reforms, including language policy shifts, curriculum transformation, teacher training efforts, and the incorporation of international standards such as CEFR. Using qualitative analysis of government policy documents, institutional data, and reports from international agencies, the paper identifies major achievements and persistent challenges—particularly in terms of regional inequality and teacher capacity. The findings underscore the need for equitable access, continuous professional development, and the integration of innovative pedagogies. The article concludes with recommendations for sustainable and inclusive English language education reform in Uzbekistan.