Praxis (ethical, self-aware, responsive and accountable action) is necessary because English teaching is ethical professions that demand teachers to constantly make morally complex decisions in their outside-of-class preparation and in-class interactions. This case study investigates how teachers determined the praxis of the TPACK framework in EFL reading instruction. Three exemplary English teachers from three different high schools in Indonesia were recruited as participants in this study. Classroom observation, in-depth interviews and artifact analysis were employed to gather the data on teachers' TPACK praxis and their underlying considerations. The results reveal that the TPACK framework was implemented effectively in reading class as teachers demonstrated their technological, pedagogical and content knowledge. Teachers successfully managed technology-rich learning in the reading classroom supported by the appropriate teaching strategies and the adoption/adaptation of learning content. Some considerations on teachers' TPACK praxis were pinned on understanding the rationality of the actions related to the importance of self-emotional learning, students' diversity and personal development, as well as the practicality of the technology. The finding of the study implies that teachers at more advanced levels present themselves as content creators rather than technology users in technology-infused teaching.