The purposes of this study were to describe how pre-service EFL teachers design and use TPACK framework and to find out the challenges that they face in designing and using TPACK framework on their teaching practicum in the Academic Year of 2018/2019. The design of this study was a descriptive study within qualitative approach. The data were collected using interview that adapted from Schmidt et al (2009) and the documents such as participants’ lesson plan, syllabus and transcript teaching practicum examination video. The participants of this study were pre-service EFL teachers of class A, B, C and D 2015 who had completed their teaching practicum in seventh semester who fulfilled the criteria that the researcher made, by total of 2 participants. Furthermore, the data from this study were analyzed by using model analysis of Miles and Huberman (1994). The study revealed the following findings: 1) The researcher found that Pre-service EFL Teachers could implement TPACK framework to connect the material to the students by using technologies, 2) The researcher also found that there were two challenges that faced by them, they are the technical problem such as blackout and the lack of classroom management. The researcher concluded that that Pre-service EFL Teachers were able to design and use TPACK Framework into their teaching process despite of the challenges that they found.