This article reports the findings of a descriptive case study that analyzed how unfair social relationships established in an EFL (English as a Foreign Language) classroom influenced a group of adolescent English language learners’ academic investment and identity construction at a school in Bogotá, Colombia. Data associated with students’ social behaviors and identities were collected through field notes, a questionnaire, and an interview. Norton’s theory of identity and investment served as the basis to analyze the data from a social perspective. Three main findings emerged from the data: First, EFL learners identified themselves as high investors and low investors in their learning, depending on their own opinions about the usefulness of English in their lives. Second, power relationships based on domination and oppression reduced productive investment in the classroom. Third, some high investors resisted unfair relationships of power by investing through collaborative learning. Consequently, participants created diverse English learners’ identities (dominant, submissive, resistant, and productive), which influenced their academic investment negatively or positively.