This paper compared two English curricula in two different nations (Indonesia and Estonia) to find the gap between the both as they have similar contexts of teaching English as a foreign language. The primary objective of this study was to have a better understanding of why the learning outcome could be different while the setting of language teaching and learning is alike.  In this study, the content analysis was selected as the methodology of this research in which the curriculum documents of both countries were compared based on six prominent points. This investigation has concluded that three main points contributed to the gap of learning outcomes in both countries, which were the national policy, pedagogy, and assessment implementations