The aim of this study is to investigate teachers' experiences with the utilization of scaffolding techniques, such as translation, modeling, feedback, group work, activating prior knowledge, pre-teaching vocabulary, and visual aids, in elementary school classrooms. The primary objectives are to gain insights into the techniques employed by teachers, the challenges they encountered, and their problem-solving strategies. The study involved nine elementary school teachers instructing in a regular English program located in Petchabun Province, Thailand. Data was gathered through semi-structured one-on-one interviews and non-participant classroom observations. The findings of the study revealed that teachers employed various scaffolding techniques during their lessons, with the choice of techniques often guided by their experience and personal judgment. Notably, teachers encountered challenges related to students' motivation, concentration, proficiency levels, and self-confidence, which influenced their use of scaffolding strategies.