The aim of this study was to investigate the English teachers' curriculum literacy levels and their views on the English curriculum. The convergent parallel approach, which is one of the mixed research method, was used in the study. The population of the study consisted of English teachers working in secondary schools and high schools a city in the east of Turkey during 2020-2021 academic year. The sample of the study consisted of 198 English teachers in the quantitative part and 70 in the qualitative part, selected by convenience sampling method. Both quantitative and qualitative data were collected simultaneously and analyzed separately. Then, it was tried to present a generalizable and in-depth perspective for the purpose of the study. The "Curriculum Literacy Scale" was used to collect quantitative data. The scale consisted of 18 items and three sub-scales: "knowing the program," "planning" and "implementation." The Cronbach's alpha value of the curriculum literacy scale was 0.774. An interview form developed by the researcher was used to collect qualitative data. The results revealed that the participants had high levels of curriculum literacy. A significant difference was not found between participants' curriculum literacy levels and gender, school type and work experience. The participants stated that the curriculum was sufficient for teaching reading skills, however it was insufficient for teaching speaking skills, that they used games to make the program interesting, and that intensive curriculum was a problem while implementing the program. It was concluded as a result of the study that the participants' high level of curriculum literacy levels may increase their curriculum awareness and may contribute to conduct their teaching in a more conscious way.