The problem under investigation was how best to provide middle school instruction during the COVID-19 pandemic while promoting a collaborative school culture. The purpose of the research was to understand the relationship between collaborative school culture and the amount of online teaching through two research questions: (1) What is the degree that middle school teachers perceive collaborative school culture in each of the six factors: collaborative leadership, teacher collaboration, professional development, unity of purpose, collegial support, and learning partnership? (2) What is the relationship between the teachers' perceptions of collaborative school culture in each of the six factors and the teachers' amount of online teaching during the 2020--21school year? The participants were southeastern Wisconsin middle school teachers consisting of 89% females from 82% suburban schools with 72% Master's degree or higher and almost 20 years' experience per person. The source of measure was an online survey containing questions about demographics and time spent teaching in different scenarios. Participants took the School Culture Survey (SCS) developed by Gruenert and Valentine (1998) of the University of Missouri's Middle Level Leadership Center. The first key finding was that middle school teachers had perceived degrees of nearly agreeing in each of the six SCS factors. The second key finding was that a negative correlation existed between the degrees of SCS in two factors and the amount of online teaching. The recommendations from this research may assist administrators in creating collaborative school cultures in their middle schools. [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.]