This study was aimed at (1) elaborating the EFL writing teachersperceptions about their experiences after implementing the flipped teaching method with CALL (Computer- Assisted Language Learning) in teaching EFL (English as a Foreign Language) writing course, (2) explaining how flipped teaching with CALL motivates teachers, and (3) explaining how flipped teaching with CALL motivates students and develops students autonomous learning. Fifteen Indonesian EFL teachers and 150 EFL students from 5 private universities in East Java, participated in this case study. The data yielded from this study were gathered through reflective teaching journal, in-depth interview, and focus group interview, and then, were analyzed descriptively. The findings show that there were three main phases of teachersperceptions. First, they were optimistic that flipped teaching would run well in their EFL writing class. Second, the teachersperception shifted from having high optimism to caution. Third, the teacherspositive perceptions arose after implementing flipped teaching with CALL for several meetings. This study also uncovered that the activities of flipped teaching could motivate the teachers to implement this method. The learning environments, challenging activities created by teachers, and the use of technology in the flipped classroom can boost the studentsmotivation and autonomous learning.