This study investigates the challenges and strategies of English as a Foreign Language (EFL) teachers in rural and under-resourced schools in Aceh, Indonesia. Using a qualitative case study design, data were collected through observations, interviews with four EFL teachers, four students, and two principals, as well as documentation. The findings revealed that teachers faced four major challenges: limited facilities and infrastructure, students’ low English proficiency, language and environmental barriers, and fluctuating learning motivation. To address these issues, teachers employed contextual and basic approaches, utilized media and limited technology, applied bilingual instruction with repetition, incorporated fun and motivating learning activities, and adapted their methods flexibly to class conditions. These strategies not only facilitated comprehension but also enhanced student engagement despite resource constraints. The study concluded that effective EFL teaching in rural areas depend on teachers’ adaptability, creativity, and contextualized approaches. It recommends increased provision of learning facilities, early English introduction at the primary level, targeted teacher training, and stronger collaboration between schools, parents, and communities to improve English education in rural setting.