The aim of this study is to describe how the self-efficacy of curriculum development team (CDT) and curriculum document quality contributed to the implementation of diversified curriculum in elementary schools. This research is a survey study using descriptive method. Schools were the unit of analysis while respondents selected from the schools consisted of headmaster, teacher, and students. The instruments used were a questionnaire and curriculum document review. Data were analyzed using path analysis. The findings suggest that the self-efficacy of the CDT and curriculum document quality contributed simultaneously to the quality of diversified curriculum implementation in elementary schools.