Across the world, COVID-19 lockdowns led to school closures and disruptions to education, prompting a rapid adaptation to new modalities of distance learning. While most of the evidence focused on students’ experiences with online learning, limited research has examined teachers’ practices. This study instead focuses on teachers’ experiences of distance learning, including implementation and pedagogical challenges, and the impact on students’ performance in Morocco. This investigation of teachers’ experiences during the lockdown was able to provide timely insights to the Government of Morocco about the practical challenges posed by the implementation of distance learning across the country. The results also informed the revision of a government-powered e-learning platform and a national strategy for safe return to schools.