While existing research extensively examines the factors shaping EFL instructors' attitudes toward technology in international teaching practice, there is a notable scarcity of studies exploring the opinions and beliefs of EFL pre-service teachers. The purposes of this study were to describe and explain the belief and practices of pre-service teacher in the application of CALL during their international teaching practicum. Qualitative approach in line with case study was used as the research method to finally find some possibilities to varied information and participants’ perspective of their direct experiences in their international teaching practicum. The participants of this research were 2 EFL Pre-service teachers from Walisongo State Islamic University in the academic year of 2023 who did their international teaching practices. The data were collected through interviews, observations and document analysis then the data were analyzed by data reduction, data display and conclusion drawing or verifications. The findings showed that the Pre-service teachers have a positive belief in accepting that CALL can give them many benefits she can apply and use in their teaching practice, technology is a habit for them, and trusting that technology signifies a collective confidence potential of technology to shape the future of language education positively. In practice, it was indicated that both pre-service teachers have opted for the integration of technology in a limited number of activities. This inclusion of technology, notably, is confined to specific tasks that serve to enhance and support the teaching process, rather than positioning technology as the principal instrument for delivering instructional content.