In spite of the rise of computer-assisted language learning (CALL) as an alluring field of inquiry, there seems to be a paucity of empirical studies on the actual experience of English as a foreign language (EFL) teachers in the adoption of technology in their classes. In an attempt to remedy this gap, this study was designed to qualitatively examine six Iranian EFL pre-service teachers' experiences in implementing CALL activities. The pre-service teachers first took the CALL-integrated teacher training course for the period of four weeks and upon the completion of the course, they subsequently implemented CALL in their own classes for seven weeks. To accomplish the objective of the present study, data were collected through observations, semi-structured interviews, and open-ended questionnaires. The thematic data analyses revealed obstacles, motivators, and maintenance, each with its own sub-themes. Obstacles to CALL implementation included transfer failure and facility conditions. The motivators were perceived usefulness and experience. Reasons for the maintenance of the program included social influence, requests of learners, and peer collaboration. Implications for CALL teacher education program are offered in light of the findings of the study.