This study investigates teachers' perspectives on English as a Foreign Language (EFL) curriculum reform in Algeria. The specific objectives of the inquiry are to examine teachers' views about EFL curriculum reform relevance and procedures and draw a conclusion from their perspectives. 176 EFL teachers from middle schools in Algeria are chosen to serve as respondents in this research. The requisite data collected through a survey and semi-structured interview. The SPSS (22) programme is used to analyse quantitative data, whereas content analysis is subjected to qualitative data. The study establishes that the majority of teachers consider reform as not relevant to them. The findings also show negative perspectives about procedures undertaken by the government. Hence, the study implies that Algerian teachers' views about the new EFL reform are not in the same boat with the government's intentions and actions. This study recommends that efforts have to be made by the government and other decision-makers to rethink the reform and teachers' needs and motivation.