This study examines the use of multimodal texts in English language teaching, with a focus on both instructional steps and the challenges encountered in practice. Employing a case study research design in an Islamic school in Banjarmasin-South Kalimantan, data were mainly collected through classroom observation and interviews with one English teacher and six students. The findings demonstrate that the teacher used a range of multimodal media–including YouTube videos, students’ worksheet, WhatsApp group, and Google Forms–across different stages of instruction to enhance student engagement and comprehension. While these multimodal media proved effective in motivating learners, the teacher faced significant barriers such as inadequate technological infrastructure, inconsistent internet access, and limited digital proficiency. Students also reported challenges, particularly regarding disengagement with less visually appealing materials and distraction during digital activities. There results highlight the importance of equipping English teachers with both the technical resources and training necessary to maximize multimodal learning. Future implementations should prioritize systemic support to optimize pedagogical impact in digital learning environments.