The use of authentic teaching materials in English as a Foreign Language instruction has gained increasing attention for its potential to enhance meaningful language learning. However, its implementation faces multiple challenges across educational contexts. This mixed-methods study examines the challenges, limitations, benefits, and perceptions regarding authentic versus non-authentic teaching materials from both teachers' and students' perspectives. The research was conducted in public secondary education institutions in the Department of Lempira, Honduras, during the 2024 academic year. Data were collected using a validated questionnaire administered to 331 students selected via proportional stratified sampling and to a population of 20 teachers. Furthermore, a semi-structured interview was conducted with the teachers. Findings reveal that both teachers and students hold predominantly positive perceptions of authentic materials, recognizing their capacity to increase motivation, improve language skills, and expose learners to real-world English usage. However, significant challenges emerged, including difficulties adapting materials to students' proficiency levels, limited access to technological resources, insufficient teacher training, and time constraints in preparing materials. The study concludes that while authentic teaching materials offer substantial pedagogical benefits, their effective integration requires institutional support, professional development programs, and practical guidelines for their selection and adaptation. A pedagogical guide was developed to support teachers in effectively implementing authentic materials.