Digital natives are people born after 1995 who have grown up using technology devices. The problem is that middle and high school students are not developing digital literacy skills which may inhibit success in school. In our society access to information is increasingly through digital devices and internet platforms. Students must be taught to develop digital literacy to function in the real world. The purpose of this qualitative descriptive study is to learn teacher perceptions of the development of digital literacy among students in grades seven to twelve in face-to-face classrooms. Constructivism and connectivism provide the framework for this study. In constructivism, students create knowledge based on their own experiences. Connectivism relates to the digital age and links experiences and technology to include social networks and technology tools. The qualitative descriptive methodology provides an opportunity for the researcher to learn what instructors observed in classrooms regarding student preparedness to use digital literacy for academic pursuits. Participants for this study included 20 full-time public, middle and high school teachers. After IRB approval, invitations were sent to publically available email addresses to solicit volunteers. Respondents who met the criteria were provided with an Informed Consent form to sign and return. Individual interviews were scheduled and held via Zoom. All interview questions were open-ended. All interviews and two focus groups were audio and video recorded, transcribed, and transcriptions were sent to participants for member checks. Data analysis was begun manually and completed using NVivo. QSR International was used to transcribe interviews. Data analysis revealed seven themes related to RQ1 and described digital literacy as it relates to teachers' individual classrooms. Ten themes were revealed for RQ2. The themes describe how digital literacy can be developed in a F2F classroom. Implications are that social media skills that digital natives bring to the classroom do not transfer directly to academic pursuits and further instruction in digital literacy is needed. Future research may include duplicating this study during a non-pandemic school year, studying either high school or middle school, and completing a longitudinal study after digital literacy instruction has been implemented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]