Implementing an English curriculum, especially one from outside Indonesia, is risky. Some schools produce positive outcomes, while others produce the opposite. This study aims to evaluate the difficulties of learning English from writing abilities using the Cambridge Curriculum in Indonesia. This study employed a qualitative approach that included interviews with students, school administrators, English instructors, and curriculum coordinators (n = 7) and documentation and observation, which served as data validation instruments. The results of the study indicate that, of the four language skills: reading, writing, speaking, and listening, the scores for reading and writing skills were not as predicted. The maximum score for Cambridge English was 6, and of the two skills measured, notably writing, the score was 3. This conclusion highlights the need to prepare English teacher credentials per Cambridge standards. This research has consequences for the design of learning English, which can help students improve their writing skills to meet Cambridge's maximum grade criteria.