When learners are learning a new language, an important fundamental aspect to master is vocabulary. There are many ways to teach vocabulary, one of them is by using songs. The purpose of this study is to investigate (1) pre-service EFL teacher's perception towards using songs to teach English vocabulary; and (2) pre-service EFL teacher's experiences in the process of teaching English vocabulary through songs in the classroom. This study is expected to contribute to the development of more effective and engaging teaching methods in the classroom. The research design used in this study was a descriptive case study, which was one of the qualitative research methodologies. Data were collected from documents, artifacts, and diaries. The results found that the pre-service EFL teacher’s perception of using songs in vocabulary teaching evolved positively, recognizing songs as an engaging and effective way to boost students’ interest and participation. Additionally, the teacher’s practical experience highlighted the importance of adapting activities to student preferences, overcoming technical and time challenges, and incorporating competition to enhance engagement, while also acknowledging the need to address discrepancies between lesson planning and implementation to ensure effective learning. Therefore, to address this issue, it is recommended that pre-service EFL teachers conduct a survey to identify songs that students like and are relevant to, as well as to evaluate the existing classroom facilities. Thus, the pre-service EFL teachers can create lesson plans that are more interesting and appropriate to the students' environment and utilize technology more effectively.
