This study explores the perceptions of pre-service English teachers regarding English literacy practice within the context of the Kampus Mengajar program. The program aims to enhance students' English proficiency by providing interactive and engaging learning experiences. The research focuses on investigating how preservice English teachers perceive various aspects of English literacy practice, including language medium, motivational strategies, instructional language, and the use of games and tools. The study employs the descriptive qualitative approach, combining questionnaire data from a sample of pre-service English teachers and indepth interviews with the results reveal multifaceted perceptions, highlighting the complexities of adapting English literacy practice to diverse student needs and preferences. The participants' views are analyzed through the lenses of perception theory by Judd (2014), he said that an intellectual process happening in humans that determines the things that we perceive, hear, and react to information about our surroundings. The findings contribute to the understanding of effective pedagogical approaches to English literacy practice and provide insights for improving preservice teacher training programs. This research underscores the importance of fostering a dynamic and adaptable learning environment that caters to students' diverse backgrounds and preferences while aligning with the broader educational goals.

Keywords: English Literacy Practice, Kampus Mengajar Program, Teacher perceptions, Qualitative research