In a globalized world, learning English is essential, as this language has become the international medium of communication and business. Teaching English as a second language (ESL) in the Middle East in general, and in Lebanon in particular is a task that might appear simple, when in fact it is riddled with many challenges. With Arabic being the dominant language, children’s exposure to the intricacies of the English language, especially the lexico-grammatical repertoire happens later in life with institutionalized education; hence, the importance of the teachers’ role in this process. This paper presents a study that investigated the challenges that teachers face when teaching Lebanese students English as a second language. Another purpose was to explore possible solutions to these challenges to inform practice. A mixed-method approach was used to gather quantitative and qualitative data from three private schools located in different cities in Lebanon. Quantitative data were collected via a questionnaire administered to ESL teachers and qualitative data through interviews conducted with the schools’ coordinators. The sample consisted of 30 elementary ESL teachers and three ESL coordinators. The results revealed that ESL teachers face many challenges in the classroom, mostly in the following areas: unsupportive work environment, low motivation, the teachers’ own low level of English proficiency, resource constraints, large class size, and students’ lack of interest in learning a second language due to an overwhelmingly full curriculum. With regards to improving practice, both teachers and coordinators viewed providing professional development opportunities to ESL teachers, support from the administration, and adopting stimulating teaching strategies in the classroom as possible solutions to the challenges. This study is among the first to address this topic in Lebanon. As such, further research using larger samples representative of ESL teachers and coordinators in Lebanon is needed to reform policies. In a country torn by war and economic turmoil such as Lebanon, educating the youth so that they can compete in a global economy market is essential to bring the country out of decades of socio-political crises. Supporting ESL teachers so that they can deliver the best services possible will affect positively students’ learning of English, and consequently increase the Lebanese youth opportunities to build a better tomorrow for themselves and their country. ,