This article presents the results of an investigation directed to analyze the teachers' perception about the implementation of the curricular design of the International Baccalaureate Diploma Program in the province of Chimborazo, Riobamba - Ecuador. The design that was selected was qualitative, developing the interpretive paradigm. As a sample, a total of 18 teachers were considered who during the 2018-2019 school year administered the subjects and core components of the International Baccalaureate. A mixed questionnaire was applied, the data was organized in matrices and content analysis was applied for its interpretation. As negative aspects, they reveal that their experience has been marked by insufficient training that is evident in professional training for the development of pedagogical activity, in attention to the international parameters assumed by the Ministry of Education when implementing this modality of baccalaureate. There is, as well, evidence of a lack of material resources (laboratories, internet access, specialized bibliography). As favorable aspects, there was found teamwork to achieve the objectives and the willingness of teachers to continue the program