This study investigate challenges faced by English teachers when conducting formative assessment in EFL class, and also strategies their used. Through semi-structure interviews, the research identifies diverse challenges such as students’ personalities, students’ atittudes in learning process, and teachers’ competence. To overcome this challenges teachers have adopted several adaptive strategies such as supporting materials, gamification, group discussions, and peer teaching. The study concludes that successfully implementing formative assessment in EFL classrooms requires both pedagogical and institutional interventions.