Input for second language acquisition plays an important role because it acts as an entry point. However, the process of input provision and the inside view of the teachers as input providers in the classroom is rarely discussed. This study aims to explore the input provision in language learning carried out by the pre-service teacher through their personal experiences in teaching practicum. This study involved three pre-service teachers who conducted teaching practicum in three different school locations. This study used a narrative inquiry design. The data obtained from the narrative frame, interview, and teaching artifacts were analyzed through a thematic analysis. The results showed that the input sources used include coursebook, teacher talk, and multimedia input. The input is provided in four ways: implicitly, explicitly, enhanced and flood. Their considerations in selecting the inputs are difficulty level, clarity, and student interest. The challenges faced are dealing with selection and delivery of the input. The findings provide practical implications for enriching input exposure as teaching materials and learning media for other teachers. The challenges that have been mentioned also need to be taken seriously by educational institutions to prepare professional teachers for the future.
