This study aimed to explore the perceptions of academic staff on the concept of curriculum decolonization in a selected technical and vocational education and training (TVET) college in Eastern Cape Province. South Africa has been confronted with calls for curriculum decolonization and at some point, students all over the country decided to embark on a nationwide protest asking for the decolonization of the curriculum in the institutions of higher learning between 2015 and 2016 through the #feesmustfall movement. The study focused on one Eastern Cape TVET college as an institution of higher learning as a case study. A qualitative approach was adopted, and an interpretive paradigm was employed. There are about eight TVET colleges in Eastern Cape Province offering different courses. The researcher purposively selected two lecturers from each of the five campuses, one assistant director academic and one deputy principal academic to get to a sample size of 12. Critical theory guided this investigation. Data was analysed thematically. The study revealed that some academics do not know what decolonization all is about. There is no formal involvement of lecturers, when it comes to the process of curriculum decolonization at the said TVET college, however, there are engagements on general perspectives about transformation in TVET college sector. The study recommends that TVET colleges should develop a policy on curriculum decolonization. TVET colleges should form a committee that will look at matters of curriculum transformation, which should be inclusive of lecturers, students, managers, and relevant external expects of curriculum transformation.