This qualitative study will focus on students' views toward their sense of connection and engagement within the postsecondary environment amid the unexpected, forced learning environment which resulted from the COVID-19 Pandemic that caused a global shutdown at the beginning of March 2020. This research is relevant to any college presidents or executive leaders interested in establishing a preparedness protocol for navigating unexpected catastrophes like COVID-19 in the future since the Joi (2020) Vaccines Work identified ten infectious diseases that could be pandemic. Additionally, this research will benefit all vice presidents of enrollment Management, academic or student deans, faculty, and administration interested in student retention and success. Tinto's (1999) theory of student departure will also provide a framework for this study. Student persistence is at the forefront of higher education concerns (Reason, 2009). Persistence occurs when students successfully integrate into the college setting academically and socially (Tinto, 1999). The findings provide a reliable indication from first-year students' direct events, perceptions, and experiences about the quest to experience academic success in a forced online teaching and learning environment, which would improve and strengthen institutions of higher learning ability to scale academic support and engagement mechanisms in emergencies. [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.]