The purpose of this hermeneutic phenomenological study was to describe and understand the experiences of co-teaching all-online through the perspectives of general education and special education co-teachers at the middle school level during the COVID-19 pandemic. This study followed Bandura's social cognitive theory with emphasis on self-efficacy and reciprocal determinism as it explains how people think, feel, motivate themselves, and behave. The study answered the following overarching research question: How do co-teachers perceive their ability to implement all-online learning during the COVID-19 pandemic? The school setting for this study is in Sunny County Public Schools (pseudonym) which is a suburban public school district in East Georgia. The researcher used individual interviews, focus groups, and journal prompts to triangulate the data. A cross-case and thematic analysis organized the findings of the co-teachers' descriptions into themes for an analysis of each perspective during the pandemic. Three themes emerged from the data that include building relationships, collaborating effectively, and adapting to the virtual environment. The study provides valuable insights into the opportunities and recommendations for improving virtual co-teaching practices, with implications for school districts and co-teachers. Future research is recommended to further explore the impact of virtual co-teaching on teacher self-efficacy, collaboration, and student achievement. [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.]