In an increasingly globally connected world, cross-cultural communication is an important element in education, especially for ESL learners and Pre-Service English Teachers in a multicultural teaching environment. This study aims to identify the cross-cultural challenges faced by Indonesian Pre-Service English Teachers during international teaching practice programs with ESL students in Malaysia, especially related to their impact on classroom interaction and teaching effectiveness. Using a qualitative method with the phenomenological case study to explore the experiences of Pre-Service English Teachers and ESL Learners in cross-cultural communication. this study involved classroom observation and semi-structured interviews with 10 ESL students and 5 Pre-Service English Teachers in the academic year 2024/2025. Thematic analysis revealed linguistic barriers, including unclear accents, unfamiliar idioms, and varying student participation norms. Pre-service English teachers face challenges in simplifying language, adjusting delivery speed, and using culturally relevant examples. Effective strategies include visual media, active participation, and cultural adaptation of materials. However, non-verbal communication, like gestures, is underused, hindering comprehension. The study recommends that teachers focus on building cross-cultural skills, using culturally relevant materials, and adopting adaptive teaching methods. Additionally, integrating technology and reflective practice is crucial for preparing teachers for diverse classrooms.