Secondary math teachers faced new experiences and struggles this past virtual school year due to the global COVID-19 pandemic. Nine secondary math teachers from a school division in southeastern Virginia participated in this qualitative single case study. Data collection included individual semi-structured interviews and technology integration artifacts. Through a three round coding process, ten themes emerged to answer the following three research questions: 1) In terms of curriculum, teaching methods, and assessments, how did teachers describe their pedagogical change in virtual learning? 2) How do teachers perceive student performance has changed within the virtual learning space? 3) From teachers' perspectives, how has the digital divide and educational inequities affected students' virtual learning based on student race? The data were analyzed through two theoretical lenses: Critical Race Theory (Ladson-Billings & Tate, 1995) and Technological Pedagogical and Content Knowledge (Mishra & Koehler, 2006). Some of the themes included level of rigor, classroom structure, technology integration, and academic dishonesty. None of the participants felt that educational inequity based on student race manifested this past school year. Implications for practice include preparing teachers for potential curriculum gaps and encouraging classroom modifications that support student learning. Implications for future research include operationally defining technology integration, researching technology integration in other content areas, and gathering data on the student experience during virtual instruction. [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.]