The COVID-19 pandemic caused a disruption in the educational world where schools across the nation had to shift to online learning very quickly with a lack of instructional strategies and how to differentiate instruction in an online learning environment. The purpose of this qualitative descriptive case study was to explore the perceptions of elementary virtual teachers in a rural school district in Georgia on which instructional strategies were the most effective, how to differentiate instruction in an online learning environment, and which pedagogical practice was used with technology programs to provide quality instruction for virtual students. The elementary virtual teachers were chosen using purposeful sampling based on their current teaching assignment at the Elementary Virtual Academy. Data was collected from 6 virtual teachers and 1 virtual facilitator using direct observations, semi-structured focus groups, and physical artifacts. The direct observations, semi-structured focus groups, and physical artifacts were collected through triangulation to make sure that the data that was collected was credible and valid. The key findings in this research study revealed that hands-on instruction with manipulatives was used in kindergarten-2nd grade, where kindergarten-5th grade used modeling and questioning as an instructional strategy. Small grouping was used consistently throughout the Elementary Virtual Academy where 3rd-5th grade incorporated partners with their small group instruction. Social constructivism was very evident as the identified pedagogical practice and online assessments gave students a voice along with online programs, allowing students to chat with each other and answer questions in class. This study could improve the instructional strategies that are presented in an online learning environment and how to differentiate instruction, so virtual learning has a place for every student in education. [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.]