The global outbreak of the COVID-19 pandemic has ushered in a transformative era for individuals worldwide. This unprecedented situation has instigated significant alterations across various facets of life, particularly within the educational sector, encompassing both primary and higher education institutions. As a result, the delivery of educational services has transitioned from traditional methods to a contemporary online format. Educators across the globe have exhibited a range of responses to these shifts, reflecting their diverse interpretations and understandings of the changes imposed by the pandemic. Each educator's perspective has been shaped by their unique circumstances and experiences. This research was conducted utilizing a quantitative methodology to explore the perceptions of English as a Foreign Language (EFL) teachers regarding online instruction during the COVID-19 crisis. Data were collected through an online questionnaire disseminated via Google Forms to EFL teachers in various schools.The study involved a cohort of 120 English as a Foreign Language (EFL) educators from various cities in Iran, selected through convenience sampling methods. The findings of this research can be summarized as follows. A significant majority of the teachers expressed agreement that online teaching enhances their instructional performance, a benefit that may extend to traditional face-to-face classes in the post-Corona context. They contend that online teaching offers advantages for students by minimizing both financial and temporal expenditures. Despite the numerous benefits associated with online teaching, educators have also encountered various challenges and difficulties. Issues such as internet connectivity problems, including disconnections and weak signals during lessons, as well as complications arising from the use of the SHAD application, have emerged. Additionally, these challenges may lead to difficulties in maintaining prompt communication with all stude