The current study aimed to assess the quality of teaching practices for remote e-learning among faculty members in the mathematics departments of King Khalid University from their point of view and its relationship to some variables. To achieve the objectives of the study, the researcher used the descriptive survey approach through a questionnaire containing (62 items) distributed into five domains (planning, teaching, communication, learning process tools, and evaluation methods), after ensuring the validity and reliability of the tool, it was sent to the faculty members of the mathematics departments of King Khalid University. The study found that the total level of teaching practices is at the intermediate level, whereas the arithmetic average reached (2.21), while the domain of communication practices came in the first rank with an arithmetic average (2.42) and with a high degree of practice, and the field of evaluation practices came in the last rank with an average of (1.81) and an average degree of practice, and between that lies the levels of teaching practices for other domains. The results showed that there were no significant differences at the level of (0.05) in the responses of faculty members (study sample) on all domains of teaching practices for distance e-learning due to variables of academic rank, experience, and gender.