Teacher-centred strategies have dominated most physics lessons in Lesotho. This study attempted to understand the contributing factors for the choice of teacher-centred teaching instead of learner-centred teaching with the goal of informing a professional development programme designed to address this problem. The paper responds to the research question: what challenges do physics teachers come across when they attempt to implement learner-centred strategies in their lessons? Four teachers, with varying teaching experience, participated in the study. Data were collected using written responses and audio and video recordings. Analysis of the data reflected two elements. First, the operational definitions of learner-centred strategies that teachers use lack components that are likely to influence their teaching. Second, teachers claim that time and student characteristics are some of the challenges that affect their choice of the teacher-centred approaches. Implications of these findings for both professional development providers and classroom practitioners are discussed.