Perception of technology integration into education in the form of computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) has been the subject of classroom studies in the past decades. However, there are limited studies that examine the comparison between vocational in-service and pre-service teachers about their perception and utilization of technology. This study describes and compares in-service and pre-service teachers’ perception and utilization of technology in English as a Foreign Language (EFL) Vocational High School Classroom. This research was conducted at one of the vocational high schools in Surakarta and accommodated a multiple case study. The data of the research was obtained through document analyses, interviews, and observations. To analyze the data, this study accommodated interactive model data analysis. The findings of this study revealed that teachers show positive and negative views on CALL and MALL usage in the classroom. The positive themes found in the study are familiarity, ease of use, ease of access, interest in use, and provision of various options and qualified sources while the negative themes were mostly about technical problems. This study also revealed that both groups of teachers utilized CALL and MALL for three main themes: (1) presenting instructional material, (2) assisting students' project construction, and (3) assessing students' understanding. The differences in terms of perception and utilization of technology usage between in-service and pre-service teachers were revealed to be small. To conclude, while both groups hold positive views, the actual utilization of technology is still limited. This implies that teachers should explore more on technology usage for future implementation.
