Globalization has brought significant changes in education, particularly in the teaching of English as a Foreign Language (EFL). Pre-service teachers are required to have adaptive skills in dealing with multicultural and multilingual learning environments. The International Teaching Practicum (ITP) program is one way to equip teachers with real-life experiences of teaching outside their cultural and educational comfort zones. This study aims to explain the challenges pre-service EFL teachers face during ITP in ESL classrooms in Malaysia as well as the strategies used to overcome them. This study uses a qualitative research design with phenomenological case study. Data were collected through observation and semi-structured interviews from five pre-service teachers of the English language education department UIN Walisongo who participated in ITP programs in secondary schools in Malaysia. Data were analyzed using the thematic analysis method (data condensation, data display, conclusion). The results showed three main challenges: (1) language challenges, including differences in vocabulary, intonation, and pronunciation; (2) cultural adaptation, including adjustments to social norms, local terms, and students' cultural diversity; and (3) multicultural classroom management, which is related to differences in students' ability levels, learning habits, and expectations. Strategies used by teachers include the use of visual aids to bridge language barriers, small group discussions to increase student participation, and adjustments to learning materials and methods to be relevant to students' needs. This study emphasizes the importance of teacher training that focuses on intercultural competence development, local context-based pedagogical adaptation, and multicultural classroom management. Teacher education programs are advised to integrate elements of globalization and diversity into the training curriculum to prepare teachers for increasingly complex classroom challenges in the global era.