Algeria recently shifted from French to English as a second language and mandated all schools to teach the latter at all levels of education. This research was purposely conducted to explore Algerian teachers’ experiences, strategies, and challenges faced while teaching the new language. The research employed a qualitative empirical approach using semi-structured interviewsSemi-structured interviews. Interview questions were created based on the literature review. The data collected were analyzed using thematic analysis to identify themes and patterns. The findings indicated several challenges faced by teachers during language transition, which include inadequate training, lack of localized curricula, language transfer issues, and limited access to technology. The research revealed some innovative strategies that teachers developed during the period, such as scaffolding techniques, collaboration, and the application of technology tools in order to ensure a smooth transition and effective acquisition of the new language. The research recommended that the government, too, through the Ministry of Education, must provide systemic support in the form of targeted training programs for teachers, tailored framework curricula, improved access to digital tools, and adaptation of Algerian educational contents to fit the local context for positive results of the initiative.