<![CDATA[This study aimed to analyze the challenges, opportunities, and teachers’ strategies in applying the deep learning approach in English language learning within the context of the Merdeka Curriculum. This research employed a qualitative approach with a case study design. Data were collected through interviews, classroom observations, and documentation, and analyzed using thematic analysis with triangulation to ensure validity. This study investigates the challenges and opportunities in applying the deep learning approach in English language learning within the context of the Merdeka Curriculum at SMKN 2 Pasangkayu. The study was motivated by the growing demand for English instruction that moves beyond memorization and supports meaningful understanding, higher-order thinking skills, contextual communication, and the development of the eight graduate profile dimensions. Although the Merdeka Curriculum encourages flexible, student-centered, and contextual learning, its implementation in vocational schools, particularly in coastal and resource-limited areas, remains complex. This research employed a qualitative case study design. The participants consisted of two English teachers as key informants and the principal or vice principal for curriculum affairs as supporting informants. Data were collected through in-depth interviews, classroom observations, and documentation of lesson plans, teaching modules, and curriculum-related documents. The data were analyzed using thematic analysis and the interactive model of Miles, Huberman, and Saldaña, consisting of data collection, data reduction, data display, and conclusion drawing. Triangulation was applied to strengthen the credibility of the findings. The results show that the implementation of deep learning faced several challenges, including difficulties in instructional design, limited learning time, diverse student characteristics, limited facilities and infrastructure, and assessment difficulties. Nevertheless, the approach also provided important opportunities, such as increasing student engagement, developing higher-order thinking skills, strengthening character aligned with the eight graduate profile dimensions, and promoting meaningful and contextual English learning. Teachers attempted to optimize implementation through professional development, learning innovation, technology use, and increased student interaction. The study concludes that deep learning has strong potential to support the Merdeka Curriculum, but its success depends on teacher competence, institutional support, resource availability, and systematic professional collaboration. ]]>
