This paper explores EFL teachers’ perceptions in relation to the pedagogical and conceptual challenges that they face in promoting generic skills in the Higher College of Technology (HCT), Muscat, in the context of post foundation level provision. A questionnaire was administered to 17 EFL teachers at HCT, at post foundation levels to investigate their views and beliefs about challenges in assuring quality in promoting generic skills. The study reveals that assessment and teaching provide the most obvious pedagogical challenges; whereas teachers’ understanding and interpretations of generic skills are the most common conceptual challenges. Recommendations on how generic skills could be enhanced and promoted and how these challenges can be overcome are presented.