The Kurikulum Merdeka Belajar allows teachers to design, develop, and execute materials in synergy with current developments. The Kurikulum Merdeka uses positivistic approaches and has been presented in many forms. This phenomenological research aims to investigate the experiences and meanings of the Kurikulum Merdeka Belajar by physical education teachers at the vocational high school level. This research bases its principles on a qualitative research type based on a phenomenological approach. The research framework focuses on exploring the experiences of participants in contact with the Kurikulum Merdeka in schools and their professional environments. Four physical education teachers agreed to participate. Open-ended interviews were used to optimize data collection about the Kurikulum Merdeka Belajar and its meaning in schooling. All recordings were transcribed verbatim for further analysis. The data was analyzed using thematic analysis involves reading interview transcripts, sorting, and selecting significant statements in the form of specific codes, grouping the codes into categories, and drawing themes from the types made. Computer-assiste qualitative analysis software (CAQDAS) used of Atlas.Ti version 20 for computing interview transcripts. The research results show two themes, namely, (1) the concept of habitus and (2) social structures. The elaboration of Pierre Bourdieu’s thoughts is valuable for illustrating and tracing positioning in the Kurikulum Merdeka Belajar. The Kurikulum Merdeka Belajar praxis is seen as social practice.