In this qualitative research study, the researchers examined the impact of a global pandemic on education. The research focused on internal and external pressures placed on educators, the impact on their well-being, common practices in regard to educator self-care, and educators' perceptions of their own resilience. Furthermore, educator perceptions of the emotional and academic impact of a global pandemic on students in conjunction with an evaluation of instructional content and its delivery are presented, along with educators' perceptions in regard to supporting the needs of students and families during a global pandemic. At the conclusion of the study, researchers determined a global pandemic does impact education. The results of this study are meaningful for districts, schools, and educators to provide effective strategies for possible future pandemics in a variety of areas. For the study, researchers utilized a questionnaire, which included Likert-scale data, and conducted individual interviews via Zoom. All participants of the study were alumni of the CAM University College of Education located in Middle Tennessee. CAM is a pseudonym to persevere the anonymity of the university being studied. Qualitative data were coded by the researchers and results were reported as a narrative organized by themes. The findings reveal the different ways educators perceived the impact of a global pandemic in regard to their well-being, self-care, and resilience. Moreover, the findings show how educators perceived the impact of a global pandemic on their instruction and delivery of instruction, the emotional and academic impacts on students, and how supports were provided for students and families. Researchers provided recommendations, which included create a state-wide re-opening plan for schools to provide guidance during a pandemic, provide devices and hotspots for students, establish attendance policies, conduct home visits, provide educators with professional learning related to online instruction and social and emotional strategies, focus on building resilience and creating networks of support for educators, and providing counseling and therapy for educators. [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.]