The problem addressed in this study was that many educational institutions have not fully integrated digital technology into online teaching strategies during the school shutdowns. Digital technology enables both synchronous and asynchronous communication between teachers and students, allowing access to learning materials and supporting interactive and collaborative activities. The purpose of this qualitative case study was to explore the extent to which a digital divide exists among students from economically disadvantaged families in the US and how the digital divide impacts their learning experiences and outcomes. The research methodology for the study was qualitative. A qualitative methodology allows researchers to explore phenomena and ask "how" and "why" questions. The research design for the study was a case study design. The general population of interest included students from economically disadvantaged families in New York in the United States. A sample size of 26 families of elementary students was used. In this study, online surveys were used as data collection methods. The data collected from surveys were analyzed following Braun and Clarke's thematic analysis approach and utilizing NVivo software. The findings of this study indicated that the digital divide was significant enough that about one-third (five out of 17) of the respondents reported that they did not have adequate access to a device during the pandemic. The digital divide has persisted and has translated into low-income students missing lessons, being unable to access learning materials, and struggling to complete school assignments. Based on this study's findings, buying laptops preloaded with course software can make online learning easier for students at home. [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.]