The present study explored Iranian English as a Foreign Language (EFL) teachers' experience of flow in online teaching. To this aim, interviews were conducted to explore the conditions reported to facilitate or hinder the experience of flow among teachers. Twenty-four Iranian EFL teachers (eleven males and thirteen females) were selected for semi-structured interviews to collect qualitative data concerning their perceptions towards the online teaching-learning process. Participants had limited experience of online teaching Findings revealed that all teachers had experienced flow in online classes. It was also found that, besides previously used concepts which led to teacher flow, students' digital literacy, teachers' feeling of dominance on the subject, and peer communication were influential in enhancing teachers' flow in online classes. Finally, the inability to judge learners' physical and emotional condition, technical obstacles as well as limitations due to face-to-face interaction were reported to be the main obstacles hindering teachers' perceived flow in online classes. Possible implications for teacher education programs are discussed.