This study explores the challenges faced by English as a Foreign Language (EFL) student teachers from UIN Ar-Raniry Banda Aceh during an international community service program in Thailand. Teaching English in a foreign environment demands not only linguistic ability but also cultural sensitivity, pedagogical flexibility, and emotional endurance. Although international service programs provide valuable cross-cultural and professional experiences, they also confront participants with complex obstacles that require adaptive strategies. This research employed a qualitative case study involving six purposively selected participants. Data were obtained through semi-structured interviews and analyzed using thematic analysis to capture the depth of their experiences.The findings revealed four main categories of challenges: linguistic, pedagogical, cultural, and emotional. Linguistic barriers were the most prominent, as Thai students had limited English proficiency while participants lacked mastery of the Thai language, which hindered classroom communication. Pedagogical difficulties arose from adapting to local curricula, inadequate resources, and passive student learning habits. Cultural challenges included differences in classroom behavior, communication styles, and expectations within Thai schools. Emotional struggles emerged in the form of stress, homesickness, and the pressure of rapid adjustment to new environments. Despite these challenges, the participants displayed resilience by adopting multiple coping strategies. They used translation applications, visual aids, and non-verbal communication to overcome language barriers. They also adjusted lesson plans, incorporated culturally relevant materials, and sought guidance from mentor teachers. To manage emotions, they practiced self-reflection, peer support, and relaxation activities. These strategies highlight their ability to integrate theoretical knowledge with practical adaptation in international teaching contexts.