Curriculum implementation refers to how teaching, learning, and assessment happens. It has two dimensions: curriculum translation and actual curriculum implementation. The COVID19 pandemic challenged existing educational systems leading to curriculum delivery disruptions. Thus, it is crucial to look into why present school curricula fall short of being “pandemic-proof” (Morelli, 2021; Arnove, 2020; UNESCO, 2020). Current literature documents macro-level curriculum implementation strategies of schools but lacks exploration of actual teachers’ curriculum translation processes. Curriculum at the time of a pandemic can be best understood from the lens of lived experiences (Murillo, 2021) of the key actors – teachers. Examining teachers’ decision-making dynamics and identifying the most influential factors affecting their decisions are valuable in understanding how curriculum implementation happens in the realms of a global pandemic. This descriptive case study utilized in-depth interviews of selected teachers in Metro Manila (n=12). This study used an actor-oriented perspective (Penuel et al., 2014) to analyze teachers’ decisions about curricular elements during curriculum translation. An actor-oriented perspective emphasizes the importance of teacher’s point of view and focuses on teachers’ decision-making and influential underlying factors. Findings reveal learning outcomes, nature of subject-matter, students’ contexts and needs, and assessment practices were the most influential factors affecting teachers’ curriculum translation-related decision-making during COVID19. Other factors like instructional-design principles, school policies, and instructional materials’ availability were the least influential. Further, findings posit a processual paradigm of curriculum translation where teachers are key actors. This study underscores the importance of teacher agency and teacher leadership in curriculum implementation, with and post-COVID19.