Purpose: The purpose of this study was to examine how much English teachers understand the 2015 revised English curriculum and discover major issues in order to provide a desirable direction for future curriculum revisions. Method: Ten English teachers answered the semi-structured questionnaire designed to analyze the 2015 revised English curriculum. Then, they participated in an in-depth focus-group interview. Results: The results demonstrated limits to the practical help that the 2015 revised curriculum provides to English teachers who understand and implement it in their classrooms. Specifically, the four key competencies of English are not appropriately selected and there is not enough of a co-relationship among the sub-elements. Also, the key elements and generalized knowledge of content framework are not a proper fit for the subject of English and its content elements among schools lack validity. Last but not least, the given content about teaching and learning is not specific enough for teachers to make the best use of it. Conclusion: In order to make the national English curriculum more user-friendly and practical, comprehensive literature review and empirical field research should be thoroughly conducted.