This conceptual article examines English as a Second Language (ESL) education in Sri Lanka, drawing from second language acquisition (SLA) theories and comparative perspectives from South Asia. Despite Sri Lanka’s strong literacy tradition, many learners leave school without communicative competence in English, limiting access to higher education and global employment. The paper identifies systemic challenges—including exam-oriented pedagogy, limited teacher preparation, and rural–urban disparities—while also outlining evidence-based strategies such as communicative and task-based approaches, teacher professional development, technology integration, and fostering a national reading culture. Comparisons with India, Bangladesh, and Pakistan highlight both shared struggles and promising practices adaptable to the Sri Lankan context. Recommendations emphasize aligning curriculum with communicative goals, investing in sustainable teacher training, bridging the digital divide, and embedding English learning in authentic, meaningful contexts. The article positions English proficiency not only as a skill but also as a tool for empowerment and inclusivity in Sri Lanka’s multilingual society.