This study aims to understand teachers' perspectives of the use of Web 2.0 applications in learning and teaching and to explore the barriers to their use. The sample of this study involved teachers from primary, middle, and secondary schools in the Kharj region. The total sample consisted of 352 teachers. A quantitative survey instrument was utilised. Analyses of the resulting data were performed using both descriptive and inferential statistics. The findings of this study indicate that most of the participant teachers are familiar with Web 2.0 applications. However, their uses in education seem to be rarely mentioned. As they reported, the top barriers preventing them from the effective use of Web 2.0 applications in education are related to school level barriers, such as the large number of students in the classroom, the lack access to the Internet in schools, and the lack of a clear plan for the use of Web 2.0 in education. The findings also show that there is a significant difference in teacher responses about Web 2.0 applications in education in accordance with gender, educational levels, and teaching subjects. Finally, recommendations for teachers, educators and educational decision and policymakers are provided. Recommendations for further research are also offered.