This study aims to explain the teacher's professional experience and to explain the implication of the teacher's professional experience on EFL teaching strategies. More research is needed to understand how teacher's experiences shape their teaching practices and adjust their teaching strategies based on changing contexts and student needs. This study employs a qualitative method and narrative inquiry research design to explore the teacher's professional experience and the implication of the teacher's professional experience on EFL teaching strategies of the personal and professional knowledge of teachers when they were students in an undergraduate teacher education program and after they graduated and became teachers. The participants of this study were three English teachers of the 13th state high schools in Semarang City in the 2023-2024 academic year. The data collection methods used in this study are based on narrative inquiry using observation and interviews. To ensure the validity of the data, this research used methodological triangulation. This study found that all participants have comprehensive professional experiences since they have multi-experience in pre-service teaching after receiving their teaching education degree. A teacher's professional experience has far-reaching implications for EFL teaching-learning strategies. It results in more informed and adaptable teaching practices, greater cultural sensitivity, and the ability to create personalized, engaging, and inclusive classroom environments. In conclusion, teachers' professional experience is crucial in shaping the effectiveness of English as a Foreign Language (EFL) teaching-learning strategies.