The integration of technology has been a major trend in early childhood education, including kindergarten classes that offer instruction for English learners (Els). Malaysia: An exploratory study of ESL teachers' experience in integrating technology in the Malaysian kindergarten classroom. Through a qualitative research design, semi-structured interviews were in-depth conducted with ten kindergarten ESL teachers and were analysis using thematic analysis. The three main themes that emerged from the qualitative analysis of their responses were: Technological Barrier (access and minimal integration), Pedagogical Adaptation, Teacher Well-being. The results showed that despite teachers' ability to identify the potential for technology to enhance students' learning due to increased levels of engagement and more opportunities for exposure to language, they still face challenges such as poor infrastructure, poor internet connectivity, and limited access to appropriate devices that continue limiting their effective implementation. To address these challenges, teachers implement pedagogical strategies that integrate technology and traditional play-based approaches with a focus on developmental appropriateness for young learners. At the same time, there are significant implications for teacher well-being in technology integration. For some teachers, the added demands of technology use lead to changes in workload and stress level, whereas for others, technology is a source of professional motivation and pedagogical creativity. Overall, there is a strong need for improved institutional supports, targeted professionalized development programs and more context-specific technology-related policies to promote sustainable and equitable uses of technology in early childhood ESL classrooms.