This study investigated the strategies used by English teachers to enhance student engagement within the Indonesian Kurikulum Merdeka (Independent Curriculum) framework. This curriculum emphasizes student-centered learning by combining interactive, problem-solving, and collaborative approaches to foster greater autonomy and active participation among learners. The study focused on identifying specific teaching strategies and evaluating their effectiveness in fostering behavioral, emotional, and cognitive engagement. Using a qualitative methodology, the study involved classroom observations and semi-structured interviews with three English teachers at MAN 1 Banda Aceh. Findings indicated that methods such as Project-Based Learning (PBL), Inquiry-Based Learning, and the Flipped Classroom approach were widely implemented. PBL emerged as a highly effective method, helping students connect classroom material to real-world applications and encouraging deeper interest and participation. Teachers also used individual support and collaborative activities to meet the varying needs of their students. However, the study also uncovered challenges, including initial student reluctance and variations in engagement levels between different types of classes and teaching phases. These findings underscore the important role of teacher adaptability in successfully implementing the Kurikulum Merdeka. This study offers practical recommendations, including professional development initiatives for educators and reflective practices to ensure continued student engagement. This study contributes a deeper understanding of effective teaching strategies in EFL classrooms and provides actionable insights for educators and policymakers aiming to optimize the implementation of the Merdeka Curriculum.