The outbreak of Covd-19; the preventive measures outlined to curb the disease, most especially, social distancing and multiple lockdowns in various communities had worldwide negative impact on economies, social-demographic state and education, including medical education. (Ferrel M N, Ryan JJ, 2020). The ferocity, rising mortality, ensuing panic and confusion triggered adaptive policies in most spheres of human living including the delivery of learning in the educational sector. Emanating from the devastating effects of the prevailing pandemic; the repressive control measures and policy adaptations were unforeseen challenges. To overcome these challenges were efforts to encourage acceptance of such unexpected alterations in lifestyles. AIMS AND OBJECTIVES: To determine motivational factors that drive and challenges that hinder the adoption (use) of e-learning modalities in our medical school, particularly during the covid-19 pandemic. METHODOLOGY: A population survey of the clinical tutors of University of Port Harcourt on adoption of online teaching method by clinical tutors looked at motivational and limiting factors during the early phase of Covid-19 pandemic. A questionnaire-based un-coded Google form was the data collection tool applied to respondents to ensure anonymity. SPSS version 24 and EXCEL packages were used to statistically analyze acquired data. RESULT: The study showed major challenges experienced by students and tutors in the adoption of online teaching methods in this covid-19 period are poor internet services (54% Vs 60%) respectively; data shortages (19 Vs 3%). Other factors that negated adoption of online teaching/learning were availability of devices, presentation by clinical teachers, understanding the information being passed across, technical hitches; powering the devices and inadequate assessment methods. However, certain factors motivated the acceptance and use of long distance learning modalities. Among factors that motivated clinical teachers most are the interactions with their students (79%), questions and problem-solving sessions (58%), team work (40%) and hands-on by their students (35%). CONCLUSION: The adoption of online teaching and learning methods are not without its challenges. Proper planning, institutional support, stakeholder/community engagement, training of faculty and students on these methodologies are keys to success.