Educators within Illinois public schools faced challenges transitioning from face-to-face to remote learning during the COVID-19 pandemic. The target audience for this study was students in sixth through eighth grade. The problem was teachers from Grades 6 through 8 had limited experience using technology for remote educating and learning. The purpose of this qualitative phenomenological study was to explore how teachers with limited experience in using technology transitioned from face-to-face to remote teaching during a pandemic. The phenomenological design was chosen over other qualitative methodologies because it offered an opportunity to gather data to understand the lived experience of the transitional process. The participants in the study were 12 teachers who transitioned from face-to-face educating and learning to remote. The data was collected using in-person semi-structured questions using Dedoose to analyze 12 teachers for purposeful sampling within Illinois who transitioned from face-to-face educating and learning to remote. During the research, four major themes emerged from the findings. Two themes provided insights into the first research question: What were Illinois teachers' suggestions to improve the potential transition from face-to-face to remote learning? Two other themes emerged that provided insight into the second research question: What were the challenges of Illinois teachers as they transitioned from face-to-face to remote learning? The study concluded that sixth through eighth-grade teachers adapted their instructional strategies to suit the remote educating and learning environment, incorporating multimedia resources, pre-recorded video lessons, interactive online simulations, and remote field trips to enhance student engagement and understanding. [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.]