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This meta-synthesis study investigates international English teachers' perceptions and experiences transitioning from an exam-oriented to a learner-centered curriculum. A list of keywords and Boolean operators were typed into several databases to find pertinent papers. After reviewing the abstracts, each full text was screened using Erwin et al. (2011) scoring criteria to choose high-caliber research for this meta-synthesis. The first three studies were coded to gain insight into the implementation phase of educational change. Some emerging themes are that teachers have a positive attitude toward learner-centered education but rarely implement it in class, exams are a major obstacle to the transition, and a learner-centered curriculum can reduce educational disparities, etc. Educational stakeholders may find value in these findings.