Technological pedagogical and content knowledge or TPACK is a framework that can be used as the guidance for EFL pre-service teachers to integrate technology in teaching process. This study aimed: (1) to elaborate preservice teachers’ performance in applying TPACK for microteaching; (2) to elaborate pre-service teachers’ difficulties and solution in integrating technology to microteaching process. This study used a case study qualitative research design. The participants of this study were four student-teachers of English Education Department at Mulawarman University who were selected with specific criteria. Observation, interview, and documentation were used as instruments for this study. The result showed that most of the EFL pre-service teachers in the microteaching course had applied knowledge of technology pedagogical and content in their performance. It was concluded that most of the pre-service teachers were able to integrate the core elements of TPACK. Some of The EFL pre-service teachers taught their content lesson by using particular instructional technologies with specific teaching method that was applied for the teaching activities. The result also showed that various difficulties were faced by the EFL pre-service teachers in integrating technology to the microteaching process. The difficulties were from teaching material selection, facilities of teaching equipment, and lack of technological knowledge in particular. To overcome the difficulties, the pre-service teachers modified the material, borrowed other’s technology tools, and learned more of particular technologies through internet