This research delves the challenges and opportunities faced in the application of Technological Pedagogical Content Knowledge (TPACK) by English as a Foreign Language (EFL) teachers in Indonesia. Recognizing the important role of integrating technology in education, especially in language learning, this research investigates how EFL teachers in Indonesia adapt and utilize TPACK in their teaching practices. Utilizing qualitative content analysis methodology, this research examines a variety of educational materials, including lesson plans, teaching materials, and interviews with EFL teachers. This approach allows for an in-depth exploration of the practical application of TPACK and the factors that influence its application in the Indonesian educational context. These findings reveal complex challenges, including limited resources, varying levels of digital literacy among teachers, and institutional constraints. However, this research also revealed significant opportunities such as increased student engagement, increased teaching adaptability, and the development of innovative teaching strategies facilitated by TPACK. The implications of this research are varied. For practitioners, this provides insight into effective strategies for integrating TPACK in challenging environments. For policymakers, this report highlights the need for infrastructure development and professional training to support teachers in this digital era. Finally, for the academic community, this contributes to the development of discourse regarding the role of technology in education, especially in the context of language learning in developing countries. This study not only highlights the current state of TPACK implementation in EFL classrooms in Indonesia, but also paves the way for future research in this important area of ​​educational technology.