Math faculty at Qatar University Foundation Program are facing certain challenges that have positive or negative effects on the teaching process inside the classroom. The aim of this paper is to detect and analyze such challenges and to provide recommendations that may contribute to the improvement of teaching of Mathematics at the Foundation Program. In this paper, the feedback of Foundation Math faculty was gathered through an e-questionnaire that was answered on a voluntary basis. Questions were grouped in 7 categories and several study hypotheses were then analyzed by using the T-test. The study detected that the major challenges can be divided into students related challenges such as absenteeism, disturbing behavior, poor proficiency of English, use of mobiles, and lack of motivation; and work related challenges such as large class sizes, late teaching hours, heavy teaching load and the overall work environment of the Program.