The purpose of this qualitative descriptive study was to explore how teachers of kindergarten through second grade describe students' socialization opportunities during online learning and the supports needed for effective fostering of socialization during online learning in southeastern Pennsylvania. The theoretical foundation for this research was based on Vygotsky's sociocultural theory, which asserts that education and social development are interconnected. This study answered two research questions: how do teachers of kindergarten through second grade describe students' socialization opportunities during online learning, and how do teachers of kindergarten through second grade describe the additional supports needed for effective fostering of students' socialization during online learning? The two data sources were online open-ended questionnaires and one-to-one semi-structured interviews. The sample was comprised of teachers of kindergarten, first, and second grade, who taught in online learning and in-person environments, from seven large suburban school districts in southeastern Pennsylvania. Data analysis utilized reflexive thematic analysis. Five themes highlighted the culture of in-person schooling, challenges and opportunities for socialization during online learning, how class structure influences socialization, and possible procedural, technical and pedagogical improvements to online learning. Teachers described social interactions as lacking during online learning and shared ways to enhance social skills in this format. Future research should include studies in other geographic areas, older elementary students, and correlations of socialization to academic performance. [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.]