This study addresses the overlooked aspect of evaluating pre-service teachers' preparedness for technology-based instruction. Focusing on EFL pre-service teachers at a remote university, it explores their readiness to integrate Information and Communication Technology (ICT) into teaching while navigating associated challenges. Employing a mixed-method design, data were collected through a Likert scale questionnaire and semi-structured interviews. Participants included pre-service EFL teachers enrolled in an English education program at a university in East Nusa Tenggara. The findings highlight the region's pre-service teachers' readiness to incorporate technology, despite encountering barriers such as inadequate knowledge, perception, confidence, financial constraints, limited student access, and inadequate facilities. Consequently, universities must consistently provide assistance, instruction, and essential resources, ensuring prospective educators acquire the necessary skills to integrate technology into future pedagogical inquiries seamlessly.