The field of English as a Second Language (ESL) teaching is increasingly being influenced by machine translation (MT) and the rise of artificial intelligence (AI). In response, ESL pedagogy is exploring how best to incorporate these tools into curricula. Research into MT and AI tools (grouped together in this chapter as “MT tools”) in relation to second language learning is in continuous evolution, with several important works advocating for the active incorporation of MT in the classroom. At the same time, there are dissenting voices advising against its use, especially in the early stages of language learning. It is within this context that the research reported in this chapter explored Spanish university-level ESL teachers’ use and perceptions of MT tools. An exploratory mixed methods research design was used to identify the strengths, weaknesses, opportunities, and threats (SWOT) of MT tools in relation to ESL teaching at the University of Alcalá, Spain, in academic year 2023–2024. Eight ESL teachers completed a questionnaire inquiring about their use of MT tools and their perceptions of them in the ESL classroom. The data collected were analyzed and interpreted using both thematic and SWOT analysis. Several strategies, including establishing greater coordination between teachers and the creation of teacher networks, are proposed as necessary steps toward the effective integration of MT tools in the ESL classroom.