The purpose of this study is to investigate the lived experiences of sixth grade teachers and students from the work and technology curriculum. The research has been done with a qualitative method and an inductive coding system. The analysis of information shows that, in response to the first question of this research regarding the challenges of teaching work and technology books, 15 categories include the lack of facilities and equipment needed to implement the work and technology curriculum, the lack of allocation of the required budget, the heavy volume of sixth grade books. , The lack of necessary variety and efficiency of book activities, the lack of appropriate processing to the needs and characteristics of learners, the lack of interest and motivation in teachers and learners when faced with workbooks and technology, the lack of knowledge and skills of teachers in implementing the curriculum of workbooks and technology, lack of attention and sufficient importance to work and technology lessons, weakness in the monitoring and evaluation process of work and technology lessons, weakness in the basic English language required for learning work and technology books, incompatibility of the time allocated to teaching work and technology lessons with the volume of the book, Weakness in the design of coherent and practical content of work and technology books, failure to hold effective and practical training programs for teachers, lack of alignment between school and family, and lack of effective incentive packages for teachers and learners in work and technology lessons were found.