The purpose of this study was to determine chemistry teachers' views aboutchemistry curriculum and problems encountered in the implementation. Participantsof this qualitative case study were consisted of 23 chemistry teachers, working inhigh schools in Erzurum city center through semi-structured interviews with 19teachers face to face while a focus group interview with 4 teachers. The interviewdata were subjected to a content analysis and the findings were presented in tables ina descriptive manner. The findings showed that teachers' knowledge or perceptionsabout the chemistry curriculum is rather weak, teachers are not aware of changesand reforms made in the chemistry curriculum. Additionally, a number of problemsencountered during the implementation of the curriculum were that chemistry curriculum is not suitable to the students' levels, lack of the time or number of thecourses, lack of teachers' guide books, inconsistency between the curriculum aimand the nationwide examination system, lack of in-service training for teachersabout the curriculum, lack of parents and managers' knowledge about or attitudetoward chemistry curriculum. Moreover, majority of the teachers have suggestedthat teachers should be involved in the curriculum development process and thechemistry curriculum must be appropriate to the students' level and must be parallelwith the national university entrance examination system.