BACKGROUND: The successful integration of electronic learning (e-learning) into the nursing curriculum depends on the development of nursing professors' e-learning competencies. However, they face challenges in developing their e-learning competencies. The management of these challenges maximizes the impact of e-learning on nursing students' learning outcomes. This study aimed at exploring nursing professors' challenges in developing their e-learning competencies. METHODS: This descriptive qualitative study was conducted from December 2023 to June 2024 via conventional content analysis. Participants were seventeen nursing professors and three nursing school managers purposefully and theoretically selected from nine nursing schools in Iran. Twenty-three semi-structured interviews were held for data collection and Graneheim and Lundman's conventional content analysis was employed for data analysis. We ensured participants of data confidentiality and obtained their informed consent. RESULTS: Nursing professors' challenges in developing their e-learning competencies came into four categories, namely managerial barriers, ineffective professor evaluation, ineffective e-learning implementation, and resource limitation. CONCLUSION: Nursing managers and policymakers need to improve their e-learning competencies and provide the necessary facilities and infrastructures for the development of nursing professors' e-learning competencies. Valid and reliable tools are also necessary for the evaluation of professors' e-learning practice and facilitate the development of their e-learning competencies. CLINICAL TRIAL NUMBER: This was a qualitative study, and clinical trial numbering is not applicable.