The primary grade levels traditionally consist of highly kinesthetic and tactile activities supporting learning and student engagement. During the COVID-19 pandemic, teachers urgently transitioned these learning activities to virtual settings. However, research shows a need for more literature on primary teacher experiences and their move toward innovative learning activities during the COVID-19 pandemic. The purpose of this study was to explore primary teacher experiences with kinesthetics and tactile activities in virtual settings. The combined conceptual framework of the study were Dewey's theories on active learning and Siemens' theory on the changing curriculum and learning in virtual settings. Eight primary teachers selected by purposeful sampling contributed in-depth information relevant to this study during semistructured interviews. They were from Facebook Groups, public school districts, the snowball technique, and a participant pool. Data analysis consisted of inductive thematic analysis and showed that teachers implemented kinesthetic and tactile activities through software resources and Zoom conferencing. They created and modified new lessons to adapt to the online multimodal curriculum. The five themes developed from the data analysis described the participants' chosen kinesthetic and tactile activities, software, adapted lessons from in person education, student engagement, and shared opportunities for improving future learning activities in virtual settings. The findings of this study might contribute to social change by providing information to improve primary instruction in virtual settings. [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.]