School life is all about learning qualities of success and failure to be utilised further, and this is where teachers must identify the link between English language and identity association (Cummins and Davison, 2007). If the teachers can separate English language from a person’s or a student’s identities, it will do wonders for non-English speaking students to learn English. They gain confidence and regard failure as temporary, which does not hinder in their future life since their belief system is strengthened. Moreover, social and cultural influence of English speaking countries is also a context to be considered because all behaviours fall on the internal and external factors of social and cultural beliefs. In a research of the adult life of non-English speaking students working as employees, it was found that they did not find it intimidating to interact with other colleagues, they felt dejected negligibly when taunted of speaking weak English, etc. (Myles and Cheng, 2003). They did not seem to bother about the failures they experienced, because their school life education was more empathetic and less taunting. They were made to feel proud of their own ethnicity and yet trying to learn English. To reassess this, on asking the difficulties of English as a school child and as adult to one fried, one sibling, and one parent, it was found that their views are synonymous with the above research. They were aligned in their view that school life is simpler and less emotionally draining as compared with adult life, and getting the rights perspective of the language is job enough to be in the right frame of mind.