In the context of computer-assisted language learning (CALL), teachers encounter various challenges that affect their ability to integrate technology into language instruction effectively. These challenges can be categorized as technological, pedagogical, and psychological barriers. Technological barriers include limited infrastructure, insufficient access to devices, challenges in keeping pace with rapid technological advancements, and inadequate technical support. Pedagogical barriers stem from difficulties in aligning CALL tasks with curriculum goals and fostering language acquisition. Psychological barriers, such as fear of failure, resistance to change, and lack of confidence in using digital tools, further complicate the integration process. This entry explores these barriers and proposes strategies for overcoming them, emphasizing sustainable professional development, institutional support, and cultivating a positive attitude toward CALL. It outlines four key principles for designing professional development programs that promote effective and long-lasting teacher engagement with CALL. Additionally, it discusses strategies for fostering sustainable teacher professional development. The entry provides both theoretical insights and practical recommendations for educators, administrators, and policymakers aiming to support CALL integration in language education.