Abstract: This study investigates the challenges encountered by an English teacher
in implementing the Cambridge Curriculum within a bilingual class at MI
Muhammadiyah Ajibarang Kulon, Banyumas. Employing a qualitative case study
design, data were collected through classroom observations, semi-structured
interviews, and document analysis. The findings reveal several critical challenges:
limited access to curriculum-specific training, difficulties in aligning assessment
tools, time constraints, and classroom management issues in large EFL classes.
Although the teacher demonstrated adaptability through self-directed learning and
contextual lesson adjustments, the implementation of metacognitive strategies and
Cambridge-aligned assessment remained inconsistent. Furthermore, the study
highlights the gap between curriculum ideals and classroom realities, particularly
when teachers lack a formal background in education. It is concluded that the
success of international curriculum implementation in local EFL settings depends
not only on teacher dedication but also on institutional support, ongoing training,
and systemic flexibility in scheduling and resource allocation.