<![CDATA[This study aims to analyze the challenges of training for Indonesian Language for Foreign Speakers (BIPA) teachers and identify the directions for their professional development in Indonesia. A descriptive quantitative approach was employed, with open-ended responses used to contextualize the numerical findings. Data were collected through a questionnaire administered to 30 BIPA teachers from various educational institutions and analyzed using descriptive statistics and thematic analysis. The findings indicate that teachers perceive BIPA training positively, particularly for improving pedagogical competence, instructional strategies, and teaching material development. Four major challenges were identified: limited training duration, insufficient teaching practice and mentoring, inadequate training segmentation based on learner characteristics, and suboptimal integration of digital technology. The study highlights the need for sustainable, practice-oriented, and technology-integrated training programs to strengthen BIPA teachers' professional development and enhance the quality of Indonesian language instruction in global contexts.]]>
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