Most higher education institutions have embraced emergency remote teaching (ERT) as a response to school and university closures due to the Covid-19 pandemic. We used a cross-sectional survey design to examine teachers' views on the implementation of e-learning for ERT due to Covid-19 in Omani higher education. We examined four barrier categories: teacher-related, institutional-related, curriculum-related and student-related. We also assessed the relationship between these barrier levels and measured the differences between e-learning and teachers' gender, academic qualifications, teaching experience and prior experience in e-learning. Through an investigation of 856 university faculty members, we found that student-level barriers had the strongest impact on the implementation of e-learning for ERT during Covid-19. Furthermore, teachers' academic qualifications and prior experience influenced the success of e-learning practices. Based on these results, we presented some implications with respect to student preparedness, curriculum modifications and institutional readiness for the successful implementation of ERT during Covid-19 or any similar future pandemics.