In Indonesian multilingual classrooms, students come to the classrooms with the ability to speak more than one language. Previous studies have highlighted that teachers should view the languages as resources for learning, instead of problems. In this context, translanguaging emerges as a relevant and pedagogical approach to be implemented. This study investigates the perceptions of three Indonesian English as a Foreign Language (EFL) teachers about translanguaging, the kinds of translanguaging that they implemented, the challenges that they faced in the classrooms and the ways they dealt with the challenges. A case study was employed, with the data collected through a series of semi-structured interviews and multiple classroom observations from three public junior high schools EFL teachers with purposely sampling. Thematic analysis was applied to identify the patterns in the data. Findings reveal that teachers viewed translanguaging positively, as it aided comprehension and improved students’ confidence by providing linguistic support in students' native language. The forms of translanguaging included translation, code-switching, code-mixing, and transliteration, with code-mixing being the most frequent and transliteration was not found. However, ninth challenges were identified, such as students' reliance on native languages, limited exposure to English outside the classroom, unclear institutional guidelines on translanguaging use and many others. To address these issues, teachers encouraged English use in specific activities and promoted additional English practice outside the classroom. These findings highlight the need for teacher professional development to effectively utilize translanguaging and for policymakers to create clear guidelines on the use of multilingual languages in the EFL classroom. The study also emphasizes the importance of guiding teachers on how to integrate multilingualism in their teaching practices. It offers recommendations for teachers to implement translanguaging strategies and suggests areas for further research to support curriculum developers and policymakers in refining language teaching practices.