In the context of Indonesian secondary schools, the transition to the Emancipated Curriculum, known as "Kurikulum Merdeka," represents a profound shift in teaching paradigms necessitated by the aftermath of the COVID-19 pandemic. This paper investigates the extent and nature of support offered by secondary schools to English teachers in implementing the Emancipated Curriculum, a critical yet underexplored facet of educational reform. Utilizing a mixed-methods approach, data was gathered through a questionnaire responded by 170 English teachers across Indonesia. The study examined demographic information, school policies, teacher training, financial assistance, resource allocation, and community involvement in the context of the Emancipated Curriculum. Additionally, focus group discussions and interviews were conducted with teachers and school leaders in East Java and West Nusa Tenggara. The findings revealed that while some schools did not implement the Emancipated Curriculum, the majority of participating teachers experienced confusion despite accessing government-provided platforms and external seminars. Furthermore, schools often had to self-finance curriculum changes, placing significant stress on school management and teachers. Emotional support systems for teachers during this transition also remained unexplored. This study underscores the importance of government funding and targeted training to ease the transition and improve educational outcomes. Future research should explore stakeholder engagement and emotional support mechanisms to further enhance curriculum implementation in Indonesian schools.