During the past two decades, technology-mediated task-based language teaching (TMTBLT) has received great attention among scholars and practitioners in the EFL context. However, exploring the perceptions of teachers and students enacting TMTBLT in EFL teaching from the dimensions of various tasks and English skills remains under-explored. To fill this gap, this study aims to capture EFL teachers and students enacting TMTBLT in teaching reading, which focuses on challenges and strategy In the Indonesian context. Thirty-three EFL teachers and students were recruited as participants in this study. The data were derived from questionnaires and followed by semi-structured interviews with EFL teachers and students from Indonesian universities. The study revealed that technical issues, digital literacy challenges, language barriers, and limited access to technology are among the primary obstacles encountered in integrating technology into TBLT practices. These challenges underscore the multifaceted nature of technology integration in language teaching contexts and highlight the need for comprehensive strategies to address them effectively. This study implied that the policymakers should prioritize ongoing training and professional development initiatives to enhance teachers' and students' digital literacy skills and proficiency in integrating technology into TBLT practices. [For the complete proceedings, see ED672804.]