This nonexperimental quantitative study surveyed middle level educators' perceptions of student engagement during the COVID-19 global pandemic. The In-Person versus Online Learning (IPVOL) survey was administered broadly across the Lower Hudson Valley of New York resulting in 152 responses. This study's findings supported the literature and offered evidence that young adolescents who were educated in-person during the pandemic appeared more engaged than those who were educated 100% online. This study's findings strengthened Deci and Ryan's (1985) theoretical contention that competence, relatedness, and autonomy are essential psychological needs that must be met to promote individual motivation and engagement. However, additional research is needed to measure young adolescent engagement in an online learning environment. Additionally, the results of this study highlighted the extraordinary challenge middle level educators faced to observe and measure student engagement during the COVID-19 global pandemic. [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.]