The integration of technology in education, specifically through the use of language learning applications, is transforming conventional approaches to language instruction. This study examines the readiness of prospective English teachers to incorporate language learning apps into their teaching practices. The present study is descriptive in nature, a purposive sampling technique was used to select the sample of 55 B.Ed. students from Central and State Universities. Using a mixed-methods approach, both quantitative and qualitative data were collected. The quantitative phase involved a questionnaire-based survey assessing readiness, attitudes, and perceived challenges, while the qualitative phase included semi-structured interview questions to explore deeper insights into beliefs and barriers. After the response was collected, descriptive, inferential statistical techniques were used for analysing the data. The responses expressed by the subjects were graphically represented. Findings indicate that while prospective teachers recognize the potential benefits of language learning apps for enhancing student engagement and individualized learning, they also express concerns related to usability, instructional support, and self-efficacy. Variations in readiness were observed based on prior experience with technology and self-reported confidence levels. This research underscores the need for teacher training programmes to address these challenges and support the effective integration of technology in language teaching. The study contributes to understanding how to prepare future teachers better to leverage digital tools in English language teaching.