This study investigates English teachers’ perspectives on passive students and the strategies used to enhance engagement in English language learning at the elementary level under the merdeka curriculum. The research emphasizes affective engagement, which involves students’ emotions, motivation, confidence, and sense of comfort, as these factors significantly influence participation and learning outcomes. A qualitative case study was conducted with three English teachers from MIN 20 Aceh Besar, a primary school that has formally adopted and implemented the merdeka curriculum. Data were gathered through semi-structured interviews and analyzed using Miles and Huberman’s (1994) interactive model, which includes data reduction, data display, and conclusion drawing to ensure a systematic interpretation of findings. The findings reveal that teachers perceive passive students not as lazy or incapable but as learners constrained by affective barriers such as low self-confidence, fear of making mistakes, lack of encouragement, and anxiety about speaking English in front of peers. Observable indicators of passivity include silence during lessons, hesitation in responding to questions, avoidance of eye contact, and dependence on repeated prompting or motivation. To overcome these challenges, teachers employed a variety of strategies, including engaging and enjoyable activities (such as games, songs, and visual aids), providing emotional support through positive reinforcement, using differentiated instruction tailored to individual needs, and promoting peer collaboration to build a supportive classroom atmosphere. These strategies align with the merdeka curriculum’s principles of student-centered learning, psychological safety, and joyful learning. The study highlights the importance of empathy, creativity, and flexibility in teaching, offering valuable insights for teachers, schools, and policymakers to strengthen student engagement and improve English instruction in elementary schools.