Teachers' participation in curriculum development is an area of research that has not been given adequate attention in the context of Saudi Arabia. This critical exploratory study investigated the issue of teachers' marginalisation in the curriculum development process with the aim of problematising power relations in Saudi Arabia's education system and raising Saudi teachers' awareness of their current status. Interviews were conducted with six Saudi male EFL teachers and the data was thematically analysed keeping in mind the study's critical agenda. The data revealed that the participants were greatly marginalised from the decision-making in general and in curriculum development in particular. The study also showed that the Ministry of Education (MOE) consider the teachers as mere implementers of the curriculum while the participants held the view that they have the capability to participate in the curriculum development process. Furthermore, the data revealed the teachers' frustration from this current situation which may also affect their teaching performance. In addition to marginalisation, the data shed light on the boundaries and limits imposed on teachers whereby they are required to follow whatever programme has already been designed by the MOE, which may affect their professional creativity. The study concluded that problematising the power relations and changing this current situation is a task that needs time and effort; hence, the study attempted to raise teachers' awareness about their current situation as this is the first step towards transforming this oppressive reality. Moreover, further recommendations to empower the teachers were made.