Meaningful learning is essential in English as a Foreign Language (EFL) education as it can increase student engagement, deepen understanding, and encourage the practical application of language. This study aims to describe the notion of EFL teachers on meaningful learning, to explain their experiences and challenges, and strategies to overcome these challenges in creating meaningful learning. This study used qualitative methods and a descriptive qualitative research design to unpack the notion of meaningful learning with EFL teachers in their English language learning. This study used interviews and observation as data collection methods. The participants of this study were three EFL teachers at SMPN 23 Semarang. The data were analyzed using Miles and Huberman's theory, which includes data condensation, data display, and conclusion. The findings show that EFL teachers perceive meaningful learning as connecting learning materials with students' real experiences, making lessons interesting. Teachers emphasized aspects such as material relevance, student participation, social interaction, reflection, the use of technology, and feedback. However, they also face challenges such as limited resources, classroom management issues, varied student motivation, and assessment difficulties. To address these, teachers employ relatable content, integrating simple technologies, providing meaningful feedback, and designing interactive learning activities. This study offers practical insights into implementing meaningful learning in EFL teaching and serves as a reference for developing more effective teaching practices.