As schools closed due to the COVID-19 pandemic in March 2020, teachers were forced to provide virtual instruction as students remained home in an effort to limit the spread of the virus. As veteran teachers navigated through the abrupt changes, new teachers also worked to continue their growth and development while learning how to best serve students virtually. The researcher focused on new teachers from a small, rural district in the state of South Carolina and a comparison group of new teachers with similar sociodemographic backgrounds serving in rural districts. This mixed-methods, non-experimental study explored the relationship between new teacher self-efficacy beliefs and attitudes towards virtual instruction. Additionally, the study explored how the abrupt change in instructional delivery and self-efficacy beliefs might impact teacher retention. New teacher professional development needs related to virtual instruction were also investigated. Study results indicated that there was a strong positive relationship between new teacher self-efficacy beliefs and their attitudes towards virtual instruction. Results also revealed that abrupt change in instructional delivery and self-efficacy beliefs did not have a negative impact on new teacher retention. Findings did suggest these variables impacted veteran teachers. Finally, the researcher found that new teachers believe they need consistent, in-person professional development on engaging students online and content specific instructional strategies. New teachers also indicated that they needed extended induction and mentoring support. [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.]