Tense is one of subjects included in teaching grammar which could create problems to English teachers. Therefore, the teachers are required to have teaching strategies to succeed the teaching and learning process. This study is aimed to find out the problems faced by English teachers and their strategies in teaching tenses. The researcher used a qualitative research and the research design was descriptive qualitative research. The researcher involved four English teachers of Language Training Center (LTC) of Universitas Muhammadiyah Yogyakarta as the participants. To obtain the data, the researcher interviewed them. The findings of this study revealed that the problems faced by English teachers when teaching tenses were related to teachers, students, language, and materials. The problems coming from teachers were teaching delivery, teachers’ block, time consuming, and lack of preparation. The problems coming from students were the difference of students’ cognitive ability in English proficiency, students’ unsupportive condition, students’ negative attitude, affective aspect, lack of practice, the application of tenses and memorizing the form of tenses. In addition, mother tongue or first language interference contributed the problems. Meanwhile, the problems coming from the materials were related to inappropriate tenses module and intermediate to advanced level materials. The researcher also discovered that the LTC of UMY teachers implemented various strategies when teaching tenses. The teachers used particular task, such as problem-solving task, collage task, and information-exchange task. The teachers also taught tenses xiii through contextual teaching learning and through traditional grammar drill. Moreover, teaching tenses was conducted through the use of technology, such as Microsoft Power Point, Edmodo, E-mail, internet, and particular websites. Besides that, the researcher found that the teachers used various teaching media to teach tenses, such as texts, songs, videos, audios, games, stories, poems, novels, and pictures. In addition, the teachers also improved their roles in the class, such as asking students to have more practice, preparing materials well, encouraging students, and giving motivation. All the strategies found by the researcher are to make the ways of delivering the materials easier and to make students more understand.