Curriculum design needs to fulfil the diverse group of students to discharge different needs and cultural context relevance. Thus, this study employs a descriptive qualitative aimed at reviewing the practices of two different curriculums, Curriculum 2013 and Cambridge Curriculum, in terms of (1) teaching-learning practices, (2) course materials, and (3) students' engagement strategy. This study involved two English teachers from two Islamic High Schools, both private and state, in North Sumatra East Java Province respectively. Two instruments, observation to obtain data related to teaching-learning practices and interview to obtain course materials and students' engagement, were employed and analyzed by interpretation and thematic analysis. The first results revealed similar teaching-learning practices done by Teachers 1 and 2: explaining concepts in teaching vocabulary, drilling in teaching grammar, and working with sound in teaching pronunciation. The second result showed no similarity in distributing the course materials; Teacher 1 used fully developed materials, while Teacher 2 used textbooks provided by the school. The third result explained that both teachers used the same strategy in maintaining the students' engagement by offering help with studying, talking, and motivating them. This study contributed to providing a description for how to implement Curriculum K13 and Cambridge Curriculum.