Laboratory experimentation providing students with hands-on experiences can greatly enhance the teaching and learning of physics. However, traditional hands-on laboratories are very expensive, limiting the possibilities for practical activities. In addition, limited time for laboratory practices prevents teachers and students from conducting laboratory activities properly. A possible solution to these limitations could be the use of virtual laboratories (VLs). The present study was conducted to explore the availability of teaching resources to support experimental work, the use of these resources including VLs and the challenges teachers face in using VLs. An online survey with 107 secondary school physics teachers was used to collect data. The study is framed by the Concerns-Based Adoption Model for teacher use of curriculum innovations. Regarding VLs, a mere 6% of teachers reported regular use, revealing a significant gap in adoption. Challenges identified included a lack of awareness, limited information and communications technology tools and insufficient supporting resources. Cross-item analysis revealed that only 25% of 107 teachers reported having a well-equipped physics laboratory, 45% work without a physics laboratory but with science kits or improvised materials, while 30% have no access to a physics laboratory, science kits or improvised local materials. Thus, for teachers without access to a physics laboratory, science kits or improvised local materials, VLs represent a crucial opportunity to provide learners with a complete laboratory experience. The study recommends tailoring continuing professional development support to address teachers' concerns regarding the use of VLs. This includes enhancing awareness and providing information for teachers without access to well-equipped physics laboratories, while addressing management concerns for those with or without such resources.