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This research study delves into the challenges faced by mathematics teachers in the context of distance learning. Employing a descriptive quantitative research design, the study employed a survey questionnaire as the research instrument, along with descriptive and inferential statistics for data analysis. The findings indicate that the majority of teacher-respondents are female, in their middle adulthood, and possess significant experience in the teaching profession. The teachers face considerable challenges concerning the impact of distance learning on their instructional practices. However, the study did not find any significant difference in the challenges faced by mathematics teachers when categorized according to their demographic profiles. To address these challenges, teachers can benefit from in-service training courses focusing on distance education practices, methodologies, techniques, and material usage. Furthermore, online professional guidance applications can be implemented to enhance students' motivation and increase their engagement in the learning process. Addressing potential technical issues is crucial, and the presence of reliable internet infrastructure, access to computers, and computer proficiency among both teachers and students can contribute to minimizing such problems. Responsibility for resolving technical issues lies with relevant educational institutions, ensuring a smoother distance education experience. A proposed intervention plan has been developed to facilitate the professional development of mathematics teachers and improve the delivery of distance learning education in this context. By implementing this intervention plan, mathematics teachers can be better equipped to navigate the challenges of distance learning effectively.