This study explores the perceived affordances and challenges of online teaching and learning among English instructors and students. Qualitative data were gathered through semi-structured interviews from 8 online English instructors and 8 online English learners at a state university in Turkey. Using Nvivo software, content analysis was employed for data analysis. Results indicate a strong consensus among the instructors and students on the affordances and challenges of online language education. Participants view online education positively for its flexibility, accessibility, comfort, technology integration, cost-saving benefits, and opportunities for autonomy and individual development. However, concerns have also been raised about the sudden transition to online education, leaving both instructors and students feeling unprepared. Consequently, participants perceive online education as demanding and challenging. Identified challenges include difficulties in teaching language skills and using language teaching methods, lack of interaction and communication, inadequate technical infrastructure, limitations of the online platform, poor attendance and participation, insufficient teacher training, ethical concerns, large class sizes, limited online material infrastructure, low motivation and autonomy among students, and increased workload for instructors. These technical, pedagogical, and attitudinal issues collectively influence the overall perception and effectiveness of online teaching and learning. The findings underscore the need for comprehensive training, improved technical and material infrastructure, and a reevaluation of online course design to ensure a high-quality teaching and learning experience.