This research was aimed to reveal pre-service English teachers’ challenges and how they enact their pedagogical knowledge during the online teaching practicum. A narrative inquiry was employed as the research design with three students of the English Education Department at a university in Surakarta that had already finished their online teaching practicum program as the participants of the study. The data were gathered using interviews, observation, and documentation; then were validated by triangulation and analyzed using thematic analysis. From the data analyzed, it was found that there were several challenges encountered by the preservice teachers during their online teaching practicum, which were categorized into four: 1) changing the roles, 2) transition to online, 3) time management, 4) teachingstyle. Dealing with the issues, the pre-service teachers made several attempts by enacting their pedagogical knowledge, such as factoring in students’ contributions, determining the content of teaching, facilitating instructional flow, building rapport, and monitoring students’ progress. The findings of this study can be used by teacher education institutions to give pre-service teachers better preparation prior to their teaching practicum, so they will not feel overwhelmed or get discouraged by any unexpected things which can happen in the real-context of teaching.
