Introduction: Physiology is one of the core subjects in undergraduate medical education and has practical implications for medical practice. Though Physiology is widely studied in Nigeria, it is faced with series of chal­lenges that demand periodic assessments to proffer solutions. (1) Objective: This qualitative study explores faculty opinions regarding the current challenges facing Physiology education in Nigeria and subsequently proposes possible solutions. Methods: An online descriptive, cross-sectional study was conducted between March and April 2021. Existing faculty members in Physiology departments across several Nigerian Universities who are engaged in Physiology teaching and research constituted the study population. Using Google forms, a pre-tested and validated web-based questionnaire was administered to participants via WhatsApp messenger and emails. The questionnaire was developed using self-designed and validated questions from published studies, and used to obtain participant’s sociodemographic data, opinions regarding the problems facing Physiology education, and recommended solutions. Results: Overall, 50 participants responded (response rate = 62.5%). Of the 48 valid responses, 40 (83.3%) were males, and the majority (n=23, 47.9%) were in the age bracket of 21-30 years. Of the 48 faculty members who responded, 23 (47.9%) work in federal universities, 16 (33.3%) in state universities, while 9 (18.8%) work in private universities. Findings from our study revealed the opinions of Nigerian faculty members regarding the challenges facing Physiology education. More than half (n=30, 62.5%) of the participants stated the lack of professional (clinical/industrial) experiences, 16 (33.3%) opined a poor job/career prospects, 12 (25%) and 13 (27.1%) participants stated poor funding and inadequate learning/teaching/research facilities respectively. More so, 12 (25%) respondents opined a poor and outdated curriculum, while 8 (16.7%) and 7 (14.5%) participants stated lack of awareness and recognition of Physiology, and a poor regulatory body/framework respectively amongst others. Furthermore, data obtained from the recommended solutions for improving Physiology education as opined by faculty members are; incorporation of professional (clinical/industrial) experiences (n=26, 54.2%), adequate funding for teaching and research (n=24, 50%), curricular review and integration (n=18, 18.8%), promoting public awareness and recognition of Physiology (n=10, 20.8%), and the establishment of a regulatory body (n=8, 16.7%). Conclusion: Challenges in Physiology education in Nigeria are numerous and on multiple fronts. The faculty’s recommended solutions if implemented diligently will go a long way in enhancing the discipline. This will further provide students with rewarding educational experiences and consequently impact positively on their career upon graduation. Keywords: Physiology education; Nigeria; Challenges; Solutions