The COVID-19 pandemic caused schools worldwide to suddenly close their doors to in-person learning and transition to distance learning for students. This unprecedented experience provided an opportunity to examine how school administrators respond to crises through their decisions and collaborative efforts. This phenomenological case study explored the perceptions of how school administrators' decision-making, collaboration, and community-building efforts were affected by the transition from in-person to distance learning in a private, faith-based PreK-12 school in Texas in response to the COVID-19 pandemic. Data were collected through individual interviews with school administrators and through focus groups with faculty, staff, and parents. Major findings from the study were as follows: (1) existing crisis intervention plans were insufficient; (2) the extraordinary conditions of the crisis hindered traditional school processes; (3) there were concerns for long-term implications from the crisis; (4) competency in collaborative methods influenced effectiveness; (5) trust relationships were challenged; (6) maintaining culture and community building suffered; and (7) the post-COVID-19-19 culture challenged traditional pre-COVID-19 norms. The study results may be useful for school administrators, educational policymakers, and researchers to understand school administrators' experiences. The results could impact school administrators' positive social change by increasing the body of literature about school administrators' decision-making processes and collaborative methods and how those processes and methods affect a school's sense of community during crises. [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.]