This paper explores the challenges and opportunities of implementing the lesson study model in English language teaching in four schools in Southern Ecuador for four months. Using an action research design through interviews, observations, and journals with a thematic analysis, the researchers were able to identify challenges of limited capacity of reflection and recognition of the activities that required improvement after English classes; limited capacity to provide truthful peer feedback; teachers’ incorrect notions about their performance in their classes; difficulties in following a collaborative lesson plan; and disconnection between class activities and the class content. The opportunities identified were teachers’ predisposition to collaborate; disposition to attend professional development courses; commitment to work extra hours in planning meetings; openness and desire to be observed in their classes; and willingness to share class materials and knowledge. The authors found a disconnect between teachers’ understanding of English language teaching and its proper application in class (from theory to practice). Also, rigid institutional teaching concepts, such as excessive institutional paperwork and activities not connected to developing students’ competencies, do not allow teaching innovations.