Recent international empirical studies have demonstrated positive results when applying extended reality (XR) technologies such as augmented reality, virtual reality, or mixed reality in teaching and learning. Thus, the preconditions and challenges of use must be investigated from teachers' perspectives prior to implementing these technologies in Saudi schools and higher educational institutes. Therefore, this study examines the feasibility of applying XR tools and platforms in the classroom by understanding teachers' opinions, especially regarding creating or acquiring XR educational content. A qualitative study is conducted using semi-structured interviews with ten educators in Saudi Arabia. As a result, several themes are identified: (1) an XR level of awareness among teachers, (2) an XR-learning content-acquiring approach, (3) teachers' readiness for XR, (4) students' readiness for XR, and (5) XR challenges for schools, including social aspects that are often overlooked. These themes highlight teachers' interest in immersive technologies with their concerns about their possible use in the classroom. Hence, the study provides greater insights for exploration and application for future studies in this area. Moreover, it draws a realistic picture for policymakers and administrators, aiding them in creating an achievable adoption strategy for XR applications in the educational sector.