The COVID-19 pandemic necessitated a sudden transition to Emergency Remote Teaching (ERT) in Turkey, as well as around the world, presenting unprecedented challenges for teachers. This study investigates the experiences of K-12 teachers during this period, focussing on the challenges they faced, the strategies they employed to address them and their perspectives on the advantages and disadvantages of ERT. Data were collected from 385 teachers through a qualitative survey conducted at the end of the 2019-2020 academic year. Content analysis revealed key findings that clustered around 'Technology' (access, system, competence) and 'Pedagogy' (interaction, motivation, classroom management). Teachers have developed various strategies to address these challenges. This research offers valuable insights into the challenges and opportunities of ERT and provides practical recommendations to enhance the quality and equity of online learning experiences for policymakers and educators.