The rapid global spread of English has transformed it from a language associated primarily with native-speaker communities into a diverse and dynamic means of International communication. The idea of Global Englishes disputes traditional ideas about linguistic norms, ownership, and standards in the context of English Language Teaching (ELT). The current article attempts to explore the role and implications of the idea of Global Englishes in the context of the changing nature of English as a global language, the emergence of different forms of English, and the use of English as a Lingua Franca (ELF). The current article draws on the ideas and research of Braj Kachru and David Crystal, and it attempts to explore the implications of the idea of Global Englishes in the context of the changing nature of English, the emergence of different forms of English, and the use of ELF, with specific emphasis on the context in which the learner is more likely to encounter other non-native speakers than native speakers. It further explores the implications of global Englishes on the curriculum, pronunciation, and materials, especially in a situation where the learner is more likely to interact with other non-native speakers than native speakers. The article argues that the adoption of global Englishes has the potential to enhance the confidence of the learner, reduce native speaker bias, and enhance the learner's preparation for effective communication in a multilingual environment. The reframing of English education in the context of global Englishes is crucial in order to realign the practices of English education with the reality of English usage.