The emerging advanced technology in recent years has encouraged and supported various types of teaching and learning, one of which is e-teaching. In addition, the appearance of COVID 19 has pushed the adoption of E-teaching to its highest peak among universities, but posed considerable challenges in how to practice E-teaching in an efficient way. In fact, there has been little attention paid to the crucial role of EFL teachers in online settings; accordingly, the present study is an investigation into the challenges faced by twenty teachers in experiencing E-teaching during the COVID-19 pandemic. The research is aimed to figure out the main difficulties faced by these teachers when experiencing E-teaching in EFL classrooms and their attitude towards this kind of learning. To achieve that purpose, the qualitative research design was adopted to conduct the study, and the data collected from online observations and narrative inquiry was analyzed and categorized into four themes including curriculum, knowledge about E-teaching, assessment of different domain progress, and their learners' motivation. Several pedagogical implications were discussed to minimize the obstacles and maximize the efficiency of E-education.