The purpose of the study was to explore the specific challenges faced by educators and school leaders in implementing the English curriculum at the junior high school level. The research participants included eight public school teachers who were carefully selected to ensure a diverse representation of experiences and perspectives. The inclusion criteria for teachers focused on those who had at least three years of experience in teaching English at the junior high school level, as this duration was deemed sufficient for them to have encountered a range of challenges and to have developed innovative practices (Merriam & Tisdell, 2016). A qualitative research design was employed to gain in-depth insights into the experiences and perspectives of educators and school leaders. Qualitative research was particularly suited for exploring complex phenomena were understanding the context and meaning behind participants' experiences was crucial (Creswell & Poth, 2022). The focus of this study is on challenges and innovations in the Junior High School English curriculum, which highlight three main themes diverse student proficiency levels, project-based learning, and resource allocation vs. classroom resources can be deeply connected to established learning theories such as constructivist learning theory, Universal Design for Learning (UDL) theory, and transformative learning theory. These theories provide valuable insights into how educators can address challenges and implement innovative practices to improve learning outcomes for students. The interconnectedness of these themes and theories offers a more nuanced understanding of how the curriculum can evolve to meet the needs of all learners, fostering a dynamic and inclusive educational environment.