Digital learning is a rising method of enhancing education for learners in the K-12 sector of learning. The growing approach to instruction has created a pathway for various backgrounds of learners to conveniently explore content from home. The purpose of this qualitative research study was to examine parent perspectives of K-12 digital learning programs in southeast Texas. More so, the study explored how parents' perspectives of digital learning in relation to academic success influenced the selected mode of instruction for their child. Using a phenomenological approach, research questions were answered regarding parent perspectives of digital learning, as related to the quality of instruction, academic success, and the overall decision for the mode of instruction selected for their child. Findings revealed responsibility and accountability, proficiency, competency, and knowledge of how to assist children while learning contributed to parents' perspectives of digital learning and its influence on their child's academic success. Furthermore, findings discovered teacher experience, skills, and interactions influenced parents' perspectives on the quality of instruction received and their decision to select digital learning as the mode of instruction for their child. Results from this research can provide instructional leaders with insight into areas to strengthen training practices for teachers in the digital learning environment. [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.]