Purpose – This exploratory study aims to discover the different forms of challenges encountered by school stakeholders, including students, teachers, parents, and management due to the COVID-19 pandemic. Design/methodology/approach – Qualitative methodology was deployed for the study. A purposive sampling technique was used to select the respondents for a semi-structured interview. Data were examined using Interpretative Phenomenological Analysis (IPA). Findings – It was found that each stakeholder faced four different challenges: mental distress, physical immobility, financial crunches, and technological concerns. Findings suggest that teachers are experiencing higher financial, technological, and physical challenges as compared to other stakeholders followed by parents. Originality/value – This paper discusses the major challenges faced by each stakeholder along with the opportunities. These findings will be useful for educationists, regulatory authorities, policymakers, and management of educational institutions in developing countries to revisit their policy frameworks to develop new strategies and processes for the smooth implementation of remote learning during a period of uncertainty.