This article investigates the adoption of remote teaching practices within Swedish as a second language courses in adult education, with a focus on teachers´ experiences during and after emergency transition to remote teaching. With the aim of understanding how teachers adopt and adapt remote teaching practices, semi-structured interviews with six in-service teachers from governmental adult education schools in Sweden were carried out. Interviews were deductively analysed based on the knowledge components in the TPACK framework (Mishra & Koehler, 2006) to provide a comprehensive understanding of how teachers use their technological, pedagogical and content knowledge to facilitate a remote learning environment for language skill development. Findings reveal the complexities of remote teaching adoption in second language context. Yet, personalised teaching practice, adaptive feedback practices, and digital platforms for assessment and course content design, appear to be valuable to enhance remote teaching sessions. Additionally, contextual factors that shape teachers' remote teaching practice were identified highlighting the interplay between context levels. The findings broadly contribute to the wider conversations in technology-based teaching practices and inform enhancing remote teaching practice for second language teaching. © 2025 Author(s).