This study examines the COVID-19 shift to online instruction and its impact on a charter school system (CSS) 3rd-10th grade students' academic achievement through the lens of noncognitive factors. We recruited 693 students and utilized qualitative and quantitative analyses. We found that students' NWEA math and ELA scores continued to increase although almost ninety percent of them completed 2020-2021 school year online. Second, students' self-efficacy, academic engagement, and growth mindset scores significantly explained some of the variance in students' NWEA math and ELA scores. Lastly, students indicated that they liked the comfort, family presence, safety, and personalization of the online learning most. They disliked the lack of social component of learning, technical, and focus and engagement problems most.