The difficulties college-level math instructors encountered switching from a traditional to an online classroom during the COVID-19 pandemic were the main topic of this study. The study's main goal was to learn more about the various strategies and tools the teachers employed to overcome the obstacles. Using a qualitative methodology, the researcher documented the real-life experiences of individuals who switched from traditional classroom settings to online learning environments during the pandemic. In-depth interviews with participants were conducted as part of the research to collect comprehensive, rich data on their experiences. The researcher aimed to determine the most effective tactics that supported teachers throughout the pandemic with this study. The results indicated that these elements were crucial in assisting college-level instructors with their difficulties. If a pandemic were to recur, the study's insightful recommendations on valuable tactics for online instruction might be helpful to teachers. The researcher suggested conducting additional research on various online assessment formats and how teachers adapt the curriculum to suit the needs of different student demographics. Teachers can keep raising the caliber and efficacy of online learning by implementing these suggestions. [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.]