Rapid technological advances have caused multimodal approaches to be widely applied in language learning, such as English as a Foreign Language (EFL) learning. The transition to this learning system requires a new strategy in teaching because the approach used is different; the learning process is also different. Therefore, this study aims to describe the strategies used by EFL teacher in multimodal classes and describe how EFL teachers use the specific strategy. This study uses a qualitative case study research method, with observation and interviews as a technique for collecting data. The participant in this study was a male EFL teacher at SMAN 13 Semarang. The participant was chosen because the participant implements a multimodal approach in teaching EFL. The findings show that EFL teachers use two strategies in multimodal classes, namely Cooperative Learning Strategy and Project-Based Learning Strategy. In practicing Cooperative Learning strategies, what the teacher does is as follows: 1) The teacher determines the objectives, materials, and assessment of learning; 2) The teacher gives instructions and divides students into small groups; 3) Teachers facilitate student collaboration; 4) The teacher provides guidance; and 5) The teacher gives an evaluation. And in practicing the Project-Based Learning strategy, what the teacher does is as follows: 1) The teacher determines learning objectives, relevant topics and projects; 2) The teacher identifies the resources and materials needed by students; 3) The teacher gives instructions and directions to students; 4) The teacher asks students to present their project results in front of the class; and 5) The teacher provides feedback and evaluation. Overall, this research sheds light on the pedagogical approaches that EFL teachers can adopt in multimodal classrooms and provides insight into the challenges and opportunities of using multimodal strategies in EFL teaching.