Since the 1950s, curriculum theorists noticed the need for frameworks to guide teachers in planning for instruction. This led researchers and educators to examine the influence of systematic guidelines for instructional planning focused on in-person learning. In 2020, school systems across the United States began offering virtual learning options for their students after the onset of the Coronavirus-19 pandemic. Historically, researchers investigated virtual learning related to student academic success and student experiences and did not focus studies on virtual instructional planning. The purpose of this study was to examine the influence of virtual learning on the instructional planning process based on the perceptions of 18 elementary school teachers in one rural Northeast Tennessee school district. After analyzing the responses for all 18 participants, I discovered virtual learning influenced the amount of time it took rural elementary school teachers to plan for instruction, the quality of assignments planned for students, and the need for relevant professional development. [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.]