The study aims to investigate the EFL pre-service teacher’s experience in using group discussion during teaching practicum and describe the challenges that occur during discussion and what method that is used by the EFL pre-service teacher to overcome the challenges that occur in implementing group discussion during teaching practicum. This study used a qualitative approach in terms of narrative inquiry as its research design. The data were collected through participants’ narrative frames and semi-structured interviews, allowing for an in-depth understanding of their teaching experiences. The findings reveal that EFL pre-service teachers implemented group discussions by managing the stages of group development forming, storming, norming, and performing into their classroom during teaching practicum. These stages was as a framework to manage student’s interactions and maintain the flow of discussion. However, several challenges were identified during the implementation process. These included excessive students’ noise, lack of collaboration, lack of contribution among group members, and time consuming in managing group work. Despite the challenges, the pre-service teachers demonstrated adaptability by employing various strategies to address the issues, such as setting group rules, providing structured tasks, and monitoring group activities. Overall, the study highlights both the practical difficulties of using group discussion as a teaching method during the EFL teaching practicum in post-pandemic situation. It underscores the importance of teacher preparation in conducting group discussion and reflective practice in managing group dynamics and enhancing student engagement in collaborative learning settings.