The rapid advancement of digital technology has significantly influenced the education sector, particularly in language learning. Mobile Assisted Language Learning (MALL) emerges as one of the innovative approaches that integrates mobile technology into teaching practices, especially for English vocabulary acquisition among young learners. This study aims to explore teachers’ perceptions of adopting MALL in vocabulary teaching and to identify the challenges and strategies involved in its implementation. The research was conducted at Al-Azhar Cairo Elementary School Banda Aceh, employing a qualitative approach with semi-structured interviews involving two English teachers who have an experience in teaching by using MALL in classroom as a participants and lasted for one hour. The findings reveal that teachers hold positive perceptions of MALL, regarding it as a fun, engaging, and effective tool to support students’ vocabulary mastery. Teachers acknowledged that MALL enhances students’ motivation, confidence, and creativity by incorporating interactive activities such as games, videos, and digital tasks. Moreover, MALL enables teachers to integrate the four language skills listening, speaking, reading, and writing simultaneously, while also providing flexibility and wider access to teaching resources. However, some challenges were identified, including difficulties in managing students’ short attention spans, building effective communication with parents, and maintaining focus during lessons. To address these issues, teachers adopted varied strategies such as designing creative activities, using interactive applications, and establishing communication channels with parents. In conclusion, MALL has the potential to transform English vocabulary learning for young learners by making the process more enjoyable, interactive, and effective. Despite several challenges, the study highlights the importance of teachers’ adaptability and parental involvement in maximizing the benefits of technology in the classroom. These findings are expected to provide valuable insights for educators and researchers in developing more effective language teaching practices in the digital era.