The COVID-19 pandemic forced the rapid implementation of online learning in California's 9-12 public schools, necessitating an examination of administrators' perceptions of this new educational landscape and its impact on student engagement. This qualitative dissertation explored how administrators perceived the effectiveness of online learning in fostering student engagement, the challenges encountered in promoting engagement, and the strategies employed to support student participation and motivation. Through in-depth interviews with a purposive sample of administrators from diverse California 9-12 public schools, this research captured rich insights into the administrators' experiences, thoughts, and beliefs. Thematic analysis was employed to identify recurring patterns, themes, and sub-themes in the data, allowing for a comprehensive understanding of administrator perspectives on online learning and student engagement. The findings of this study shed light on the nuances of administrators' experiences, highlighting critical factors influencing student engagement in the online learning environment and three themes. The three themes are academic and personal community engagement drove learning, the role of social-emotional wellness was amplified, and COVID-19 school closures were life altering. The research contributes to the existing literature on online learning. It provides valuable recommendations for educators, administrators, and policymakers seeking to improve student engagement in online learning experiences in California's 9-12 public schools. [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.]