<![CDATA[This study investigates how English teachers implement Technological Pedagogical Content Knowledge (TPACK) in reading instruction at MTs Ulil Albab NW Gegek and identifies differences in technology integration across grade levels. The study used a descriptive qualitative approach. Data were collected through interviews, classroom observations, and documentation involving English teachers responsible for grades VII, VIII, and IX. The data were analyzed through data reduction, data presentation, and verification, while source triangulation was used to strengthen credibility. The findings indicate that TPACK implementation was uneven and overall remained at a moderate level. The grade VII teacher demonstrated a good ability to connect technology with reading materials and classroom instruction. The grade VIII teacher used audio and video to support listening, pronunciation, and reading activities. In contrast, the grade IX teacher relied mainly on conventional instruction and did not integrate technology into reading lessons. These differences show that technology integration depends not only on access to digital tools but also on teachers’ ability to connect technology with pedagogy and English content. The study concludes that teachers’ TPACK at the school should be strengthened through sustained professional development and improved access to appropriate learning technologies. Future research should evaluate targeted TPACK training and its effects on teachers’ practice and students’ reading outcomes.]]>
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