This phenomenological qualitative study aimed to examine the lived experiences of virtual teachers responsible for developmental reading skills in a suburban school district in southeastern Virginia. This school division had over 25 schools responsible for the instruction of primary students in grades Kindergarten through second grade. Grades from Kindergarten through second grade are instrumental in reading development. The study's research problem addressed the direct impact that the move to virtual instruction had on developmental reading through the lived experience of teachers during the COVID pandemic. This study has implications for virtual instruction in primary reading education. The data collected from this research will assist in developing and implementing virtual instruction for the primary learner. [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.]