The purpose of this study is to investigate the application of the interpretive method to the curriculum interpretations and implementations of Multi-Activation Curriculum by English teachers in New Taipei City, and to provide suggestions for future policy learning. While New Taipei City takes the lead in implementing a Multi-Activation Curriculum in Taiwan, the street-level bureaucrats' interpretations as well as their local knowledge of the process of implementing policy are difficult to demonstrate through empirical research data. These factors, however, did affect the actual teachers' implementations and their results. Therefore the interpretation method was applied to analyze this policy from different aspects. Although this policy had changed three times and ended, this unique experience should be worthy as reference for related policies in the future. In this study, three schools of different types were chosen from the schools that had participated in the previous English Enrichment Curriculum. Purposive Sampling and Snowball Sampling methods were used to interview twelve people, including English teachers, homeroom teachers and administrative staff who were willing to participate. The results of the study found that these English teachers, affected by their local knowledge and policy contexts, interpreted the objectives of the Multi-Activation Curriculum beyond the texts of the policy. The ways that these English teachers implemented the policy were based on their professional competence and local knowledge, yet they were affected by the organization constancy and policy flexibility. Based on the results, this study provides the following suggestions to the policy authorities for future policy learning: maintaining and elevating the professional competence of street-level bureaucrats, providing space for policy discourse and time to digest along the process of policy development, in addition to framing the concrete policy objectives and evaluation indicators.