Education is a basic need for every human being because a qualified human being can relate to a structured quality of life. Education can create and improve people’s work productivity and the nation’s competitiveness, especially in the current era of globalization. In this case, one of the components of education that plays an important role is the curriculum. The curriculum includes goals, structures, programs, implementation strategies, and assessment of learning outcomes. The curriculum in Indonesia has been revised 12 times, each curriculum has different procedures and concepts. In its implementation, the main implementer of the curriculum at the school level is the teacher. This study aims to explore the readiness of English teachers in MTs Negeri 2 Kota Semarang in adapting to Merdeka Curriculum, the challenges they encountered during the curriculum transition process, and the support they received from the Institution. This research used a qualitative interview method combined with a library research method. This research shows that English teachers at MTsN 2 Kota Semarang have high readiness in facing the transition from Curriculum 2013 to Merdeka Curriculum. This readiness is influenced by long teaching experience, institutional support, and professional guidance through the MGMP of English Teachers in Semarang. Despite facing various challenges such as differences in student abilities, limited learning time, and complexity in implementing project-based learning, teachers are still able to design adaptive and innovative learning strategies. Support from the madrasah, MGMP, and government institutions such as the Ministry of Religious Affairs and the Education Office are proving instrumental in facilitating the understanding and implementation of this new curriculum. To increase the effectiveness of the Merdeka Curriculum implementation, it is suggested that the government and educational institutions continue to strengthen training programs that are practical and contextual according to the needs of teachers in the field.Education is a basic need for every human being because a qualified human being can relate to a structured quality of life. Education can create and improve people’s work productivity and the nation’s competitiveness, especially in the current era of globalization. In this case, one of the components of education that plays an important role is the curriculum. The curriculum includes goals, structures, programs, implementation strategies, and assessment of learning outcomes. The curriculum in Indonesia has been revised 12 times, each curriculum has different procedures and concepts. In its implementation, the main implementer of the curriculum at the school level is the teacher. This study aims to explore the readiness of English teachers in MTs Negeri 2 Kota Semarang in adapting to Merdeka Curriculum, the challenges they encountered during the curriculum transition process, and the support they received from the Institution. This research used a qualitative interview method combined with a library research method. This research shows that English teachers at MTsN 2 Kota Semarang have high readiness in facing the transition from Curriculum 2013 to Merdeka Curriculum. This readiness is influenced by long teaching experience, institutional support, and professional guidance through the MGMP of English Teachers in Semarang. Despite facing various challenges such as differences in student abilities, limited learning time, and complexity in implementing project-based learning, teachers are still able to design adaptive and innovative learning strategies. Support from the madrasah, MGMP, and government institutions such as the Ministry of Religious Affairs and the Education Office are proving instrumental in facilitating the understanding and implementation of this new curriculum. To increase the effectiveness of the Merdeka Curriculum implementation, it is suggested that the government and educational institutions continue to strengthen training programs that are practical and contextual according to the needs of teachers in the field.