This study aims to examine the challenges that face EFL teachers in applying negotiation for meaning pedagogy in teaching writing skill. To collect qualitative data, classroom observation and semi-structured interviews were employed as data collection methods whereas for analyzing the data, a thematic analysis technique was used. The findings of the study evidently suggest that negotiation for meaning pedagogy helps students to know their writing mistakes and correct them through oral interaction with teachers; however, it is difficult for teachers to apply this strategy in virtual classrooms for several reasons. The findings further suggest that it is not possible to use the negotiation for meaning pedagogy with low-level students. The final challenge that hinders the application of negotiation for meaning pedagogy is time constraints. Based on the findings, the study puts forward recommendations for EFL teachers and suggests further research on the subject.