<p>This article analyzes the experiences of secondary-level students using Facebook to learn English informally in rural Nepal, which previous studies have not extensively discussed. This study is based on a qualitative interpretative research paradigm. We have collected data by conducting semi-structured interviews with participants and observing their Facebook walls. Findings suggest that Facebook informally supports secondary-level students in improving English language skills by promoting collaborative learning, developing multimedia engagement, and encouraging social interaction. Additionally, findings highlight that secondary-level students enhance their English language skills by engaging with multimedia resources by utilizing Facebook’s interlinked websites and several media, including video, audio, and reading materials on their Facebook walls. Conversely, some secondary-level students experience distractions from unnecessary resources and materials that appear on their Facebook walls, which affect their concentration on their studies and collaborative engagement with their peers and friends. The study’s findings suggest to educational policymakers, educators, parents, and concerned authorities that secondary-level students need guidance and monitoring when using social media, particularly Facebook, to protect them from potential risks and threats of using Facebook. This study further highlights that Facebook can be a significant tool for learning English informally, as well as it can be supportive for students’ formal learning of English by enhancing their performance and learning English in their schools.</p>