Bilingual Colombia Program (BCP), the current educational language policy, aims to develop English language proficiency at an independent user level, equivalent to B1 in the Common European Framework. Previous studies of the BCP have revealed a limited conceptualization of bilingualism, unfavorable school conditions for its implementation and school practices not contributing to its main goals. The ideological view of curriculum embodied in policy documents of the BCP has not been analyzed yet. Based on Shirley Grundy’s (1987) heuristics for understanding curriculum theory and practice and supported by research in the field of language policy, the paper unveils the product-oriented view of curriculum present in the BCP. It also explains why it is possible to encounter differing appropriations of this educational language policy, despite the type of curriculum promoted by the policy texts.