Purpose: The purpose of this phenomenological study was to explore freshmen community college students' lived experiences as 10th-grade students in the 2020-2021 school year during online math learning. Positive experiences in math learning increase math success. Negative experiences in math learning decrease math success, leading to avoidance of advanced-level math courses and careers. Minimal research has been conducted on high school students' lived experiences during online math learning. Methodology: This qualitative phenomenological study explored freshmen community college students' lived experiences as 10th-grade students in the 2020-2021 school year during online math learning and the effect of online learning on their ability to succeed in math. Eight community college students over age 18 participated in this study. Data were collected through Zoom interviews with the help of semi-structured, open-ended questions. Findings: The data analysis revealed five themes: lack of structure, adaptation challenges, social dynamics, distractions, and flexibility and resources during online learning. Within those themes, participants describe their lived experiences and how online learning affected their math success. This study's results indicated that many students struggled with math during school closures due to online learning, while others not only maintained their math grades but excelled. Conclusion: This study may serve as a foundation to compare changes that occurred in schools across the United States and any possible trends in the impact of online learning on students' learning even after the COVID-19 pandemic. Recommendations: This study emphasizes the need for businesses to prioritize employee training programs that enhance mathematical proficiency. Study findings may assist businesses in better preparing for shortages in skilled employees in the fields of science, technology, education, and medicine because the COVID-19 pandemic in spring 2020 forced students to switch to online learning, affecting high school students' achievement in math. A future study could focus on strategies applied by high school teachers to fill the gap in math learning created by online learning. Finally, research continues to shift its focus on preparation for more online certified and skilled math teachers to meet the needs of students at high schools, community colleges, and universities. [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.]