Purpose: The purpose of this study was to examine the relationship between factors in the extended technology acceptance model (TAM) model and teachers' self-efficacy in remote teaching during the COVID-19 pandemic. In addition, the authors sought to listen to classroom teachers as they expressed their unbiased views of the advantages, disadvantages and challenges of teaching remotely during the COVID-19 pandemic. Design/methodology/approach: A survey was employed to examine the relationship between factors in the extended TAM model and teachers' self-efficacy in remote teaching during the COVID-19 pandemic using the 49-item questionnaire. A multiple regression analysis using a stepwise procedure was used to examine the relationship between factors in the extended TAM model and teachers' self-efficacy. Three open-ended questions closely examined remote teaching during the pandemic, related to challenges, advantages and disadvantages. Findings: Qualitative findings challenges included Internet connection, lack of interaction and communication and challenges with motivation and student engagement. Disadvantages included teachers' level of self-efficacy in using technology to teach, lack of support and resources to teach online and the struggle to motivate and engage students. Perceived benefits included flexibility for the teacher and differentiation, rich resources and a way to support learners when in-person instruction is not possible. Research limitations/implications: The data suggest that instead, during COVID-19, many teachers were learning about the platforms simultaneously as they were instructing students. Practical implications: To ensure quality remote instruction and that students receive the support to make instruction equitable, teachers need to perceive that their instructional technology needs are met to focus on teaching, learning and needs of their students. Social implications: Teachers need opportunities to explore the platforms and to experience success in this environment before they are exposed to the high stakes of preparing students to meet K-12 standards. Originality/value: Instructional delivery has not explored teacher motivational and instructional teaching self-efficacy related to satisfaction with the learning management system (LMS).