This study aimed at giving detail description of English teachers integrated ICT into their English teaching practices. It specifically examined English teachers’ motivation for integrating ICT, the ways the English teachers integrated ICT into their English lessons, and their barriers in integrating ICT into EFL classrooms. Guided by a case study design, four EFL teachers at SMK Ma’arif NU Bobotsari were recruited to participate in the study. The reason of researcher chose English teacher from this vocational high school because of the researcher’s familiarity of the locality, the accessibility of the area which made easy for the researcher to develop quick relationship with the participants hence making data collection easier. Empirical data were collected through interviews and classroom observations. The result from observation showed that only one teacher that integrated ICT to all stages of teaching process; opening activity, core activity, and close activity. Meanwhile, the other three teachers integrated ICT only in core activity for delivering the material. This study also showed that all the teachers agreed on the benefits of ICT-EFL integration to facilitate their learning and teaching process. From the result of interview, it was found that there were three factors that motivated English teachers to integrate ICT in their EFL classroom practices, namely self-efficacy, impact on teaching, and educational value. They also shared the same view on the barriers they encountered when integrating ICT tools in the classroom. Insufficient facilities, inadequate infrastructure, lack of time, lack of training, and teachers’ competence, were identified as the barriers hindering teachers to use ICT to facilitate teaching.