This interpretive phenomenological study examined the skills 0 to 3 year teachers in a North Texas PK-12 school district believed were skills they needed for online teaching. The 10 participants for this study all preferred she/her pronouns identifying as female; 6 received certification through a traditional undergraduate program with 4 completing alternative certification programs; and 6 worked in an elementary environment (PK to grade 5) with 4 working on a secondary campus (junior high and high school). Interviews for the study were semi-structured, one-on-one, and web based using Google Meet to record and transcribe for coding purposes. A general conclusion from this study showed new teachers desire more support with instructional design and classroom management. The implications from this study include recommendations for public school districts' professional learning opportunities for new teachers to strengthen skills for online teaching and learning. [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.]