In this study, it is aimed to examine the curriculum literacy of English teachers in terms of various variables and to determine their views on curriculum literacy. To this end, a mixed research method was used by making use of both quantitative and qualitative research methods. The study group of the quantitative dimension of the research consists of 179 English teachers. For the qualitative dimension, 65 teachers were selected from the study group based on the maximum diversity sampling. Within the scope of the research, the Curriculum Literacy Inventory for Language Teachers was applied to the teachers for the quantitative dimension. For the qualitative dimension, an interview form was consisting of 5 questions prepared and applied by the researchers, aiming to get the opinions of the teachers about the literacy levels of the curriculum. According to the results obtained from the analysis of the quantitative data analysis, the curriculum literacy of the majority of the teachers is at "moderate" and "high" levels. Since the literacy level of the teachers in the curriculum did not differ significantly according to the variables of gender and the school type, differed significantly according to age and seniority variables. According to the results obtained from the analysis of the qualitative data, it was determined that the teachers did not fully understand the definition of the curriculum concept; it has been understood that teachers think that curriculum literacy contributes positively to the implementation of curriculum and classroom management.

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