Abstract—Curriculum development is an ongoing process that must be developed and evaluated for its effectiveness in meeting learners' needs and the changing world. The development process requires school leaders, specialists, and other stakeholders such as students, parents, teachers, etc. The researcher tends to understand teachers’ involvement in language curriculum development at his institution. Qualitative research is utilized in this research paper. Phenomenological design is employed to understand the language teachers’ experience regarding their involvement in the developmental process. The researcher selected six participants working as both full-time and part-time teachers at the institute. A set of Semi-structured interviews were utilized to get in-depth experiences of the participants. The data was transcribed and analyzed utilizing thematic coding. The result shows that full-time teachers have fewer roles to join in the development process. They have just joined the meeting and discussed what course books or courses should be removed from or added to the curriculum. Part-time teachers have no chance to participate in the official discussion or meeting because they were not invited to join. The academic director just discusses it personally with them. As a result, teachers view that they should be invited to take part in the development process because the effective implementors are teachers, so they know a lot about their learners. Not only teachers, but they also recommend that other related stakeholders should be involved in the development.