<p>The government of the Sultanate of Oman subscribed to the neoliberal ideology in higher education academic institutions. Accordingly, this reflected badly on students’ learning and English language teachers’ professionalism. In this qualitative study, critical phenomenology was used to discuss the experiences of seven English language teachers at the Foundation Program English Language at a College of Technology in Oman about using Critical Applied Linguistics in a one-off continuing professional development workshop to produce a code of professional ethics and values. Critical discourse analysis was used for data analysis. Three themes were identified. Findings suggested that the participant teachers used Critical Applied Linguistics effectively to produce a code of professional ethics and values at the Foundation Program English Language. The findings have important implications for other similar contexts worldwide.</p>