This research investigates the implementation of Project-Based Learning (PjBL) in the frame of Merdeka Curriculum in English language teaching at SMPN 35 Semarang, challenges faced by EFL teacher in its implementation, and the prospects from the EFL teacher’s voice. Employing a qualitative descriptive approach, the study collected data through classroom observations and semi-structured interviews with English teacher. The findings reveal that PjBL was carried out in eight structured steps: describing material, defining the problem, examining the problem, determining solutions, planning, implementing, presenting, and reflecting on the project. The use of authentic materials and collaborative group work was found to enhance student engagement, critical thinking, and communication skills. However, teacher face several challenges, including limited resources, varying student abilities, and the need for more effective assessment strategies. Teacher addressed these obstacles through adaptive solutions such as providing printed materials, explicit vocabulary support, structured guidance, and alternative assessment methods. The study highlights the importance of continuous professional development and institutional support to optimize the implementation of PjBL. The results are expected to contribute valuable insights for teacher, students, school, and future researchers in improving English language education through innovative curricular approaches.