This study investigated the perceptions of students from the English Education Department at UIN Ar-Raniry regarding their learning outcomes and employability. The research aimed to identify students' perceptions of their learning outcomes in the English Education Department at UIN Ar-Raniry and analyze the factors that influenced their perceptions. Employing a qualitative phenomenological approach, data were gathered through semi-structured interviews with seven students from 2019 batch of the English Education Department of UIN Ar-Raniry who had just graduated in 2023-2024 and had not become civil servants or contract workers. Thematic analysis was used to explore key themes, supported by document analysis of the KKNI curriculum. The findings revealed that students perceived significant improvements in English proficiency and professional teaching skills, facilitated by practical applications such as micro-teaching and internships. However, challenges remained, including the optimization of language laboratory facilities and the need for better support for entrepreneurship courses. Factors that influenced students' perceptions included teaching quality, curriculum relevance, learning environment, and extracurricular opportunities. Overall, the KKNI-based curriculum was found to align with industry demands, but continuous improvements were needed to ensure graduates were well-prepared for evolving professional challenges. This study highlighted the importance of bridging the gap between academic learning and practical application, offering insights to enhance curriculum design and graduate employability