Virtual learning is ever-changing and due to the recent COVID-19 pandemic, it has grown in popularity. In the twenty-first century, technology has altered the way teachers deliver content and information to students. Virtual teachers are responsible for helping students learn new ways to teach with technology while also making sure they do well in school. It is critical to comprehend teachers' perspectives in a virtual learning environment. Virtual learning, according to teachers, demands additional pedagogical expertise above what is required in a regular learning context. The issue that needed to be addressed is the lack of suitable teacher training and professional development in online education for K-12 teachers who teach in an asynchronous online learning environment. The goal of this qualitative single case study was to examine K-12 teachers' perspectives about virtual learning preparation in order for them to be effective in virtual learning environments. This study found K-12 teachers with limited technological ability and how they might overcome their concerns of using virtual learning environments efficiently and easily. A qualitative, single case study using a semi structured interview methodology was used as the research approach. The participants were a select group of eight virtual K-12 teachers from South Carolina who have taught students in a virtual or hybrid classroom within the previous two years. This study's virtual K-12 teachers offered their specific perceptions about virtual learning settings. Participants reported that teacher perspective was a measure of how successful teachers felt in a virtual learning environment. The findings of this study indicate that K-12 virtual teachers might benefit from additional strategies that support various aspects of virtual teaching in order to achieve success in environments that are conducive to online learning. It is possible for further research to provide more ideas and methods to support how teachers understand different virtual learning settings, as well as support to assure the teachers' success in these environments. Further research should be conducted with K-12 virtual teachers to determine the transferability of the findings. More research is needed to provide other teacher perspectives on working and being and feeling successful in a virtual learning environment. [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.]