Following the earthquake and the pandemic, higher education institutions have adopted online teaching since some universities in Türkiye cannot provide face-to-face education due to physical inadequacy. As a result of online teaching, the instructors of IEPs in higher education have become increasingly responsible for managing online language teaching classes. However, English instructors may have inadequate knowledge of online teaching and may have received no in-service training in this field. In this way, the study aims to reveal the English instructors’ thoughts about online teaching when face-to-face education was suspended after the earthquake. In addition, this study unearths their preparations for online teaching, the challenges they experienced in online teaching, and the ways they followed to cope. Four instructors working at the English Preparatory School participated in this study. The qualitative study consists of semi-structured interviews with content analyses. The results showed that in-service training and experience were directly related to the perception of their competence. The participants had both positive and negative thoughts regarding emergency remote teaching. Technical resources and psychological readiness might be the underlying reasons for these thoughts. English instructors believed in the benefits of in-service training in online teaching. This study elaborates on the details and provides recommendations for training options based on the noted needs. The stakeholders should also support the instructors through technical and technological support.