K-12 schools were severely impacted by the COVID-19 pandemic, forcing them to adopt online teaching strategies. This study filled a research void by investigating how high school math teachers view online teaching and learning. It expanded online learning research by exploring more high school experiences and offered insight into the experiences of high school math teachers. Despite the quick shift to online learning during the COVID-19 pandemic, there was little research on how high school math teachers view it. To fill a research gap, this qualitative phenomenological study used semi-structured interviews with four high school math teachers in two rural high schools to understand how they view online teaching and learning. Through open ended interview questions, math teachers and administrators from two rural high schools share their experience with online teaching and learning during the pandemic. The researcher recommends completing this study solely through the administrators' perspective, from other content area teachers' perspective, or in an affluent area with more technological resources. [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.]