As English is increasingly positioned as a tool for economic advancement, its curriculum is often shaped by neoliberal ideologies that prioritize standardized testing and commodify language proficiency. This study investigates how such ideologies impact English language testing and learning. Using a qualitative design, we conducted semi-structured interviews with 12 English language teachers and 12 students, all with direct experience of high-stakes standardized exams (e.g., TOEFL, IELTS, CEFR-based tests). Thematic analysis revealed that these exams often narrow pedagogical practices, prioritize test-taking strategies over communicative competence, and neglect crucial language skills such as speaking and listening. Participants also reported heightened anxiety, reduced motivation, and a mismatch between test preparation and real-world language use. Moreover, the tests disadvantage students from lower socioeconomic backgrounds, further increasing educational inequities. In response, the study advocates for a critical language testing framework grounded in inclusivity, socio-political awareness, and real-world tasks. This approach aims to redefine language assessment practices to promote educational equity and social justice in global English language education.