The pandemic forced many teachers and school districts that were not previously online to become emergency online teachers and providers of distance learning. Teacher training is crucial to the success of online curriculum and online courses offered at any level of K-12 school. Now, schools faced the issue of how to deliver equitable online teaching to students that had no home internet access or a limited version. Given the potential problems related to online education in the current environment, particularly as it relates to the intersection of curriculum, instructional delivery, and student learning, this study sought to answer the following research questions: How have teachers adapted their instructional approach to the online format? How do teachers assess the effectiveness of their approach to online education? What are the key areas of support that teachers draw from in order to provide online education? A quantitative study was completed that would allow the researcher to collect quantitative data from teachers who had been working in the same school district in the same state during the 2019-2020 and 2020-2021 school years. The survey included both Likert-Scale questions as well as open-ended questions, and was administered to teachers at all grade levels K-12. In conclusion, the most important finding of this research is that teachers need purposeful training, technology support, teacher mentors, and time to practice using technology if they are going to have a positive learner outcome in any virtual teaching setting. [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.]