The objectives of this study were: (1) to identify teachers’ perceptions towards Kurikulum Merdeka according to 3 aspects namely: a. cognition, b. affection, c. conation. (2) to describe how Kurikulum Merdeka implemented at the vocational high school level, and (3) to find out the strengths and weaknesses of this curriculum implementation. This study used a qualitative research in the form of qualitative descriptive. The participants were an English teacher and five students in the eleventh grade of a vocational high school in Surakarta. The data collection used interview, observation, and documents. Furthermore, the data were analyzed by using the interactive model proposed by Miles, Huberman, and Saldana (2014). The results of this study found that: (1) Teachers' perceptions of this curriculum from 3 aspects were: a. Cognition: this curriculum was flexible, focus on developing students soft skills and character, also the impelementation of this curriculum went well, b. Affection: this curriculum had a positive influence on the implementation of English language learning, and teacher training were needed, c. Conation: the efforts that teacher made to adapt with this curriculum was developing skills, and so on. (2) The implementation of this curriculum in English language learning from 3 aspects were: a. Planning stage: teacher need to prepare learning module by considered students’ abilities, learning objective, and technology that will be applied in learning, then to prepare teaching modules, the teacher need learning outcomes, learning objective flow, and learning materials, b. Implementation stage: the approach used in this curriculum is text based approach so the learning steps consists of greeting, main activities (Building Knowledge of Field/BKoF, Modelling of Text/MoT, Joint Construction of Text/JCoT, and Independent Construction of Text/ICoT), and closing activities, also, learning models that applied by teacher were Project Based Learning (PjBL), Problem Based Learning (PBL), Discovery Learning, and Inquiry Based Learning (IBL), c. Evaluation stage: consists of diagnostic assessment (in the form of questions related to the learning material in the beginning of learning process), formative assessment (in the form of daily test and speaking practice exam), summative assessment (in the form of midterm and final year test). (3) The strengths of Kurikulum Merdeka implementation were: assignments were in different forms, learning was applied with technology, learning activities more interactive, students were involved in learning, was improved students' vocabularies, students became more motivated, learning was more diverse. Then, the weaknesses of Kurikulum Merdeka implementation were: for vocational high school the books have not been officially published, some teachers still found difficulties in applying technology, and some students sometimes found it difficult to understand the vocabulary. The researcher suggested that teacher need to develop their soft skills and hard skills to create more meaningful learning so that they were able to implement this curriculum well.