The Youth and Adult Education (EPJA) in Chile, is a modality of the educational system, which gives opportunity to people who have not finished their basic or intermediate studies, and represents approximately one third of the population. This modality has two options, regular and flexible, the first is with schedules and regular attendance given in schools, and the second is flexible and is offered by other institutions. The EPJA historically does not have a relevant presence in the educational system and its teachers face a complex and invisible context. Due to the nature of this modality and its specificity, a qualitative methodology was chosen in this investigation. A case study was chosen; A university institution in the Valparaiso region that offers a flexible modality, a questionnaire was applied to the teachers, revealing categories, and quantitative information was also incorporated that describes the background of the program. The objective of the study was to find out the opinion of the teachers regarding the application and conceptualization of the adult curriculum in this modality. The reflection was made around the concept of curriculum and the proposal is to rethink its application, according to the results referring to questions from teachers, regarding the construction of the curriculum, teaching practice and context. As conclusions, the curriculum does not determine the teacher's practice but it conditions it, the need arises to participate in its construction, and the teachers incorporate the contextualization from their own praxis as a fundamental variable to achieve results in educational practice.