Background and objectives: The Corona virus (COVID-19) has revealed emerging vulnerabilities in education systems around the world especially physical education (PE). The aim of this study was to identify and describe the challenges to online learning among EP teachers in Palestine during the COVID-19 pandemic (e.g., according to gender, years of experience, location). Methods: The study population consisted of 287 teachers’ employees under Palestinian Ministry of Education. They were chosen by the simple random method and the number of the male sample was 197 and the number of females was 90. A questionnaire was developed and its validity and stability factor were verified (Cronbach’s Alpha = 84.3). After collecting the questionnaire’s answers, responses were coded and entered into the Statistical Package for Social Sciences (SPSS 20) to perform an ANOVA analysis. Results: The results showed that among 287 EP teachers, 83.2 % of the study sample felt that e-learning lacks social interaction. 83% of the study sample have admitted the lack of tools for students and the inability to implement and apply group skills. 82.2% of the study sample felt the non-commitment of students to follow the lesson remotely. 82% of the study sample have admitted the students’ lack of interest in the theoretical aspect of physical education and the low concentration of students. Otherwise, only 70.6% of the study sample confirmed that student does not have a computer. 59.8% of the study sample confirmed that student does not have internet service. 43.3% of the study sample have admitted that PE teacher in Palestine are not driven to use a computer. Conclusions: Physical education teachers in Palestine confronted several interrelated barriers as they tried to adapt to online learning.