Online learning for K-2 students is now an alternative to the traditional classroom. It is important to understand these learners have different needs and requirements than the older online learner. The purpose of this mixed methods study was to study K-2 teachers' experiences and perceptions of online teaching to understand the key components necessary to create a quality online educational program for K-2 learners. These key components include the characteristics of the effective online teacher; the characteristics of the effective online K-2 classroom; technology knowledge of the online teacher; and, understanding the online K-2 learner. Five major themes emerged from this research study: developing the online teacher's technology knowledge and understanding; using traditional classroom routines and structures in the online environment; creating an online community that supports K-2 learners; providing instruction, feedback, and assessment in the online K-2 classroom; and, developing the home-school relationship while teaching online. The 14 teachers who participated in this study transferred many of the routines, structures, and strategies from their traditional classroom to their online classroom. Teachers shared how they modified traditional classroom instruction to meet students' needs in the online platform. Teachers shared obstacles they encountered in moving to the online environment. Implications for school leaders include understanding the K-2 learner and how to meet their unique needs. [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.]