Promoting dynamics of curriculum implementation that help all teachers and learners meet their needs and understand who they are is critical.  Such is equally needful in special schools which use the mainstream curriculum to teach learners with disabilities. This study sought to explore the dynamics that enhance implementing a mainstream English curriculum at a school for the deaf in Eswatini. This was aimed to assist teachers in reflecting on and critiquing their practices and experiences to improve their classroom actions; and to raise awareness of the natural identity of both teachers and learners at the school with the hope of meeting individual needs and, ultimately, the teaching and learning goals. Utilizing purposive sampling, this qualitative study selected six teachers of English Language at the school. The pragmatic paradigm, action research design, and natural identity theory framed the study. Semi-structured interviews, Zoom focus-group discussions, document review, and reflective activities were used as data-generation methods. Findings revealed that implementing the mainstream English curriculum at the school seemed to overlook the importance of individual dynamics, which are vital in meeting unique individual needs. Personal dynamics combine the strengths of top-down and bottom-up dynamics Thus, relieving the remarkable tension between the dominant top-down and bottom-up dynamics. Consequently, this study recommends a balance between the top-down, bottom-up, and individual dynamics to successfully implement the mainstream English curriculum at the school.