This qualitative study investigates the challenges faced by five ESL teachers in Nigeria and the role of an e-coaching intervention in providing support for these challenges. In undertaking the study, the author engaged in a two-cycle coaching session involving a pre-planning conference and post-observation feedback with the teachers. Teachers were interviewed to examine their perceptions about e-coaching support. Analysis revealed several key findings on the role of the coach in providing instrumental support to the teachers, which they felt had a positive impact on their professional development. The study proposes e-coaching as a feasible teacher development activity in low-resource contexts and sheds light on whether the coaching models adopted via online platforms are accessible and practicable for experienced ESL teachers in comparable contexts across both sub-Saharan Africa and the wider Global South.