A wealth of literature has acknowledged that technology is at play in enhancing English as a foreign language (EFL) education and thus EFL teachers have been strongly encouraged to integrate technology into their instruction. To successfully integrate technology, they need expertise obtained through effective professional development (PD) modes, especially training and professional learning communities (PLCs). Our study sought to investigate the training and PLCs that EFL teachers have received and their roles in technology integration. Using semi-structured interviews with all EFL teachers (N=15) working at two of Cambodia's New Generation Schools (NGSs) and one ICT team leader and relevant document reviews, we found that teachers have participated in both training (pre-and in-service training) and PLCs and the two modes played roles in technology integration. EFL teachers suggested that effective training encompasses being the subject focus, offering hands-on experience, providing them with opportunities to learn various types of technology, and allocating adequate time to the training. They identified the lack of opportunities to discuss technology use in PLCs because of additional administrative duties imposed by their respective schools, and thus, for effective PLCs, they suggested more time allocated for discussing and sharing technology integration, and more active involvement of all members in sharing and assisting one another. Our findings can improve training programs and support for effective PLCs in which EFL teachers could learn and share technology integration.