The objectives of the research were to find out the implementation, strengthen, weaknesses, and expectation from the EFL teachers about the implementation of curriculum 2013 in Aceh Barat Daya. The researcher employed descriptive qualitative method by using interview as technique for collecting the data. The subjects were six teachers of SMAN 1 and MAN Aceh Barat Daya. The obtained data were analyzed in four major phases namely data collecting, data reduction, data display, and conclusion. The result of the research revealed that the implementation of Curriculum 2013 has positive and negative responses from the teacher. The positive responses included making students more active and help to build good characteristic of the students. Meanwhile, the negative responses included taking much time for teacher in designing the learning and the curriculum has complicated assessment. Furthermore, the problem found during the implementation of curriculum were complicated in understanding curriculum system, socialization of Curriculum 2013 was not sufficient, and having lack of basic understanding of their students. Moreover, the strengths of curriculum 2013 were supporting students-centered and helping in learning assessment. Meanwhile, the weaknesses of curriculum 2013 were limitedappropriate facilities provided in the classroom, assessment system, time management, and students' interest in learning. Finally, the teachers expected that the teacher should be more ready in implementing it, the assessment of the curriculum should be more optimized, and there would be another revision of the curriculum 2013 itself
