This qualitative case study investigated how local Thai teachers came to view opportunities and challenges they faced in teaching foundation English to Thai university students. Specifically, this study explored EFL teaching in a provincial university in Thailand by focusing on six Thai EFL teachers, selected by means of purposive sampling. Data was collected through in-depth interviews. The interview protocol consisted of four general domains: the pedagogy, teaching materials, evaluation, and general points of view toward EFL teaching in Thailand. Salient findings revealed that effective pedagogy needed to address local contexts and concerns which encompasses such key components as appropriate teaching approaches, teaching materials, assessment. Last but not least, the participants realized that there is considerable room for improvement as far as their teaching contingencies were concerned.