Education 4.0 has been regarded as a response to the needs of the current industry where humans and technology are aligned to enable new possibilities. As a result of the fastpaced development of the industry, a well-aligned facilitation of the English Language Teaching (ELT) considering Education 4.0 now becomes a perplexing responsibility in developing countries in general particularly in schools. Prompted to situate the present learning environment of the English Language Teaching (ELT) of the San Pablo Colleges Senior High School, this qualitative case study explored the viewpoints and challenges encountered by the selected teachers considering Education 4.0. Findings reveal participants’ views of Education 4.0 as an approach to learning, advancement from traditional to digital and a collaborative setting. Teachers have also realized the revolutionary change of focus aimed at learners and how essential is personalized learning to developing work-related skills alongside technology use. Furthermore, they recognize their roles of becoming innovators and catalysts, curators, feedback providers, technically skilled facilitators of discovery learning, collaborators, and role models in promoting Education 4.0. Finally, the challenges including lack of resources and access to educational materials for use by teachers and students, digital divide, consideration to school facilities and equipment, difficulty in developing proficiency, skills and behavior of learners, and problems with insufficient knowledge and technical skills. Substantially, this study serves as the baseline for conceptualizing strategic language teaching approaches in the realistic practice of ELT in light of Education 4.0.