This research was aimed to investigate to English Teachers’ perception about technology integration in ELT and the use of technology in ELT viewed from the TPACK model. The research used qualitative method, which refers to case study. The result shows that three factors influence teacher’s perceptions of technology integration in ELT, which are teacher’s training experiences about technology integration, the benefit of using technology in English teaching, and the difficulty encountered by the teacher during their use of technology in English teaching. The result also showed that the respondents’ ability to teach lessons that combine the three core areas of knowledge – pedagogy, content, technology – can be categorized in a moderate position. The result of the research which provides information on the degree of teachers’ technology integration during their teaching-learning activity will help teacher education institutions to train the pre-service teacher to integrate technology into their lessons to make them more prepared. The result will also help prospective teachers to do self-reflection and make a step toward teacher professional development. Lastly, the result will also help other further studies that may be conducted to investigate similar concerns. There are a lot of spaces to be explored related to the TPACK Model.