The purpose of studying special programs for foreign language education was to assess their effectiveness in enhancing students' linguistic abilities and cultural competencies. A total of seven participants were considered in this study, each of whom participated in both the in-depth interview (IDI) and focus group discussion (FGD). These participants are all teaching SPFL with two years of teaching experience. In this study, I employed a phenomenological approach to explore the challenges faced by teachers in implementing the Special Program for Foreign Language. Phenomenology, as a qualitative research method, provided an in-depth examination of non-numerical data through interviews and observation notes. This study explores the insights and reflections of secondary school teachers on the Special Program for Foreign Language (SPFL), focusing on three key themes: curricular effectiveness, teacher preparedness, and formative assessment and feedback. The findings reveal that teachers generally view the SPFL curriculum as effective in promoting foreign language proficiency, though they noted challenges in its implementation due to limited resources and varying student needs. Teachers also emphasized the importance of being adequately prepared, with many expressing a need for more professional development and training to enhance their teaching skills. Additionally, formative assessment and feedback were highlighted as crucial components for student growth, with teachers noting the positive impact of timely, constructive feedback in improving language skills. Overall, the study underscores the need for continuous support and improvement in curriculum design, teacher training, and assessment strategies to maximize the success of the SPFL program.