Rapid scientific and technological improvements have a significant impact on every part of our lives. These improvements have also affected the way how we teach and learn. As a result of these improvements, the needs and expectations of students have changed. The use of Information and Communication Technologies (ICT) in English as a Foreign Language (EFL) classes has also gained importance and considerably affected English language teaching and learning processes. Therefore, language teachers’ use and integration of technology in classes has been inevitable. The improvements of technology and increase in its use in EFL classes have also changed the responsibilities and qualifications of teachers. In other words, EFL teachers should know how to plan and implement their lessons by using their technological knowledge and skills (Öz, 2015). Accordingly, it has become necessary to equip language teachers with the technical and technological knowledge at the teacher training programs. However, there is a discussion in the literature that education does not make use of technology as much as it should do (Fabry & Higgs, 1997). It was also argued that technical or technological knowledge and skills of teachers fall behind their pedagogical or content knowledge (Aldunate & Nussbaum, 2013; Howley, Wood, & Hough, 2011). To put it differently, even though teachers know required teaching methods and skills or they have enough content knowledge about their lessons, they do not have enough technical or technological knowledge, which negatively affects the transfer of knowledge to the students especially in technology-enhanced settings (Uzun, 2016). English Language Teaching (ELT), with no exception, does not make use of technology as desired despite its widely accepted benefits (Çelik & Aytın, 2014; Merç, 2015). In many classes, language teachers still use traditional teaching instructions and materials and have little or no opportunity to make use of digital teaching tools (Levy, 2009). Moreover, EFL teachers do not know how to use or integrate the technology into language classes and do not benefit from the technology in their teaching practices at a satisfying level for some reasons (Merç, 2015; Uzun, 2016). Therefore, this chapter aims to reveal the advantages of technology use in language teaching and the challenges pre-and in-service EFL teachers face in using and integrating technology into language classes in Turkey. Furthermore, this chapter will try to uncover the reasons behind the challenges and provide practical solutions to the challenges in using and integrating technology into language classes by reviewing the related literature.