In March of 2020 at the height of the coronavirus pandemic, New York schools abruptly shifted classes from face-to-face teaching to the virtual learning environment, presenting challenges for English as a second language instruction where methods include rapport-building to encourage risk-taking. The purpose of this qualitative case study was to explore how veteran teachers of adult English as a second language met the challenge to transfer to the synchronous virtual learning environment. This study was conducted at an institution of higher education in New York with a purposeful sampling of nine veteran teachers of an adult English as a second language program. Constructivist theory is the framework for this study. Data was collected through open-ended interview questions using Zoom video conferencing. Field notes taken during interviews and transcripts of recorded videos and review of teacher-generated planning documents were also used in analysis. Collected data was coded through manual review to establish six themes that respond to the two research questions posed in this study. Findings confirmed theories about adult second language acquisition that maintain language instruction is social and that it is inseparable from culture, indicating that neglecting relationships in the classroom is detrimental to language progress. Findings further show that language instruction is possible in the virtual setting, but confirm that methods for assessing student progress virtually were not reliable during the period studied. Findings also suggest that teachers feel the lost social aspect of the face-to-face classroom will keep the synchronous virtual learning environment as a lesser substitute. Data findings further suggest that future administrators faced with moving adult English as a second language to the synchronous virtual learning environment requires supporting teachers and students through technology preparation. More research and practice would determine if improving technology training and availability makes a difference. [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.]