This study investigates the perceptions of EFL teachers and students regarding mobile technology integration in English language learning, along with the associated pedagogical challenges. Using a descriptive qualitative methodology, the research involved one EFL teacher and eight students from MTsN 2 Semarang City. Data were gathered through interviews and focus group discussions, then analyzed using Miles and Huberman's (2014) framework. Findings indicate that both teachers and students hold generally positive views, with educators recognizing mobile technology's potential to enhance instruction and learners reporting improvements in vocabulary, listening, and reading skills. However, significant challenges emerged, including technical issues like unstable internet connectivity, operational difficulties with new applications, and pedagogical obstacles such as digital distractions and comprehension difficulties. The study concludes that while mobile technology offers valuable opportunities to create more engaging and student-centered learning environments, its effective implementation requires addressing both technical infrastructure and pedagogical adaptation. Recommendations include further research on long- term impacts and the development of targeted mobile applications to support specific language learning objectives.