The Sustainable Development Goals are agenda to achieve sustainable development globally that should be integrated into English Curriculum. The research aimed to at analyzing the integration of these agenda into the English textbooks used at Islamic secondary school in Aceh Besar, and explaned how the teacher perception, implementation in their teaching process. This research used a qualitative method by analyzing the English Books and interviewing an English teacher. The results of this research showed that there are several issues in English textbooks perceived by English teacher, namely; The application of sustainable development focuses on several SDGs in this book, namely; Decent work and Economic growth (SDG 8), Good health and Well-being (SDG 3), Gender Equality (SDG 5), Life on Land (SDG 15), Responsible Consumption and Production (SDG 12), and Peace, Justice and Strong Institutions (SDG 16). Other findings contained in the grade 2 English book found by the researcher in the process of analysing it namely; Gender Equality, Peace, Justice, and Strong Institutions, Responsible Consumption and production, Affordable and Clean Energy, No poverty, Zero hunger, Sustainable Cities, Clean Water and Sanitation, and Partnerships for The Goals. Teachers' perceptions of the Sustainability Development Goals were initially very difficult for them to teach or implement the SDGs to students and even in their environment. Teachers implement the SDGs where learners are encouraged and directed towards targets to be achieved in ensuring quality education that is inclusive and equitable, and supports lifelong learning opportunities for all. From the research results, it can also be concluded that some of the SDGs Issues have been integrated in the English textbooks for secondary school in Indonesia. However, the way the teacher perceive at implementation are not different from the teaching of other contents.