This study investigates the stages of concern English teachers have regarding implementing Kurikulum Merdeka, focusing on its effects on the effectiveness of implementation and student learning outcomes in English subjects. This study used qualitative and total sampling to collect the data through semi-structured interviews. The participants of this research are English teachers at SMAN 1 Aceh Barat. Using thematic analysis, the research findings indicate that both teachers (T1 and T2) have a robust understanding of the curriculum's fundamental components, particularly its flexibility, student-centered approach, and emphasis on competency-based assessments. Teachers express appreciation for transitioning from conventional teaching methods to a more personalized, active learning environment, where they function as facilitators, promoting enhanced student engagement. The teachers further emphasized the significance of competency-based assessments, including diagnostic, formative, and summative assessments, which allow for more individualized learning and effective teaching strategies. Additionally, the Pancasila Learner Profile Strengthening Project (P5) was praised for promoting character development through project-based learning, fostering creativity, social skills, and independence. However, the study identifies key challenges in the curriculum's implementation. Teachers noted a lack of formal training and official support, relying instead on self-directed learning through online resources. Limited resources and infrastructure, especially in remote areas, impede effective implementation. The study concludes that more structured professional development, enhanced resources, and infrastructure are essential for successfully implementing the Kurikulum Merdeka.