Pre-service English teachers must develop strong digital competencies to integrate ICT into education. This study aims to explore how pre-service English teachers adapt their teaching styles to integrate ICT within the TPACK framework during microteaching practices. In addition, the study seeks to identify the key challenges they face and the supporting factors that enable successful ICT integration. To achieve these objectives, the study uses surveys, semi-structured interviews, and lesson plan analysis. The results show that pre-service English teachers use various ICT tools, adopting student-centered and blended approaches to enhance engagement. However, they face challenges such as limited access, unstable internet, and difficulties balancing ICT with pedagogy, as evidenced by the surveys, interviews, and lesson plan analysis. Despite these challenges, pre-service English teachers exhibit high TPACK confidence, especially in technological knowledge (M = 4.2) and overall TPACK confidence (M = 4.3). These results highlight how important ICT is for microteaching and how adaptable and flexible teaching methods are necessary to optimize its effects. Toward closing the gap between technical competency and real-world application, the study highlights important implications for teacher education programs, emphasizing improved ICT training, pedagogically driven technology integration, and institutional support. To help pre-service teachers integrate ICT into interactive, student-centered education, improving technical infrastructure, offering focused training, and creating professional development opportunities are crucial. Future research should examine how ICT is used in micro-teaching transitions into real classroom settings, exploring its long-term impact on teaching effectiveness and student learning outcomes.