The COVID-19 pandemic resulted in an urgent pivot to remote learning, causing many challenges for teachers and school administrators. The current study sought to better understand the extent to which the perceived negative impacts of COVID-19 on U.S. educators and their students varied as a function of staff role (teacher vs. administrator), school level (elementary vs. secondary school), and type of school setting (public vs. private), as reported through a national survey of educators conducted in June through July of 2020. Using data from 608 educators (n = 481 teachers and n = 127 administrators; 48% elementary; 85% public school), we examined educators' perceptions of negative impacts on their personal lives, professional lives, and students' lives; major challenges; and stress in various domains. Findings suggested an overall high level of concern across domains. Investigation of educator subgroup effects suggested elementary educators and administrators were the most and were most concerned about the negative impacts on students. [This paper will be published in "School Psychology Review."]