The independent curriculum is an education policy that aims to give schools and teachers the freedom to
develop a curriculum that suits the needs of students and the local context. However, its current
implementation presents several probelamatics for teachers and learners. Therefore, this study aims to
find out how the implementation of the independent curriculum is practiced by EFL teachers at
Darussalim Islamic Boarding School and what challenges they face. Using a case study research design.
This research was conducted at Darussalim Islamic Boarding School. The researcher observed classroom
learning activities and interviewed 3 EFL teachers with 3 different levels. Observations and interviews
provided data on how the implementation of the independent curriculum is practiced by EFL teachers at
the Islamic boarding school, while the results of the interviews provided data related to the challenges
that EFL teachers face. The results showed that in the planning stage, the EFL teachers had good initial
readiness, this could be seen from their efforts in attending the in-house training (IHT). At the
implementation stage, teachers succeeded in creating a religious, contextual, and collaborative
atmosphere. While at the evaluation stage, the level of teacher readiness varies based on their
understanding and training experience. The challenges faced are quite significant, namely: limited
teacher understanding, limited training, lack of technology facilities, lack of technology utilization, and
policies that limit the use of technology by students in the learning process.