This qualitative research study explored how families and the school system navigated distance learning during the pandemic, using technology to gain insights on factors of effective family-school relationships. In addition, the study examined the strategies used and lessons learned from the pandemic in adapting practices in school and home settings. The study consisted of the conceptual frameworks of cognitive constructivism and social constructivism, including the zone of proximal development, Bronfenbrenner's ecological model, and self-determination theory. The data was collected and analyzed from parents and teachers in northern California. The result of this study can potentially guide administration, teachers, and parents in developing best practices for positive family-school relationships by using distance learning technology. [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.]