The integration of digital media in English language teaching has gained increasing attention for its potential to support students’ speaking development in EFL classrooms. However, limited research has explored how teachers strategically utilize Instagram Reels to enhance speaking skills and address learning challenges. This study aimed to investigate Teachers’ Instructional Strategies in Enhancing Students’ Speaking Skills Through Instagram Reels and to identify challenges encountered during its implementation. Employing a descriptive qualitative design, the study involved two English teachers and seven students at SMAN 1 Ciawigebang. Data were collected through classroom observations and semi-structured interviews, and were analyzed using Miles and Huberman’s 2014 interactive model supported by Saldana’s coding process. The findings revealed that teachers employed various instructional strategies, including scaffolding, pedagogical guidance, reflective learning, contextual learning, and student-centered approaches. The use of Instagram Reels enhanced students’ engagement, participation, confidence, pronunciation practice, fluency, and vocabulary development. Furthermore, students became more active and collaborative through opportunities for rehearsal, self-correction, and reflection on their speaking performances. Despite these benefits, challenges such as speaking anxiety, limited grammar and vocabulary mastery, social pressure, and internet connectivity issues were identified. The study concludes that Instagram Reels can serve as an effective digital medium for speaking instruction when integrated with appropriate pedagogical strategies, contributing to the development of communicative competence in 21st-century EFL learning.