When crisis strikes in a society, continuing education is imperative. The COVID-19 pandemic forced schools around the world to suddenly switch to emergency remote teaching, but many school districts and educators were unprepared for this transition. This qualitative, single instrument case study was guided by the following research questions: 1) What was the experience of emergency remote teaching during the pandemic for North American secondary public school educators? 2) How do educators perceive their own emergency remote teaching journey through the phases of transition? 3) How does emergency remote teaching shift teacher perceptions about technology integration in teaching and learning? To answer the questions, five full-time educators from a public secondary school were interviewed regarding their experience during emergency remote teaching. The researcher used Bridges' (1986) phases of transition as the conceptual lens through which to understand the transition experience for these educators.Teachers' responses were critically analyzed and the following findings were drawn. All participants who were parents discussed how caretaking and making decisions about their own children was one of the biggest challenges throughout emergency remote teaching. All participants expressed that emergency remote teaching was one of the most difficult experiences of their teaching careers. In the beginning of the experience, the teachers felt excitement about something new but experienced anxiety about the unknowns. As the teachers lost deep connections with students and colleagues, an overwhelming majority of participants lost their purpose and did not feel supported. After returning to in-person teaching, teachers found themselves more understanding of students' situations, more appreciative of in-person time, and more easily able to access technology tools to reach students' diverse needs. The research has theoretical and practical significance. With this deeper understanding of emergency remote teaching, school educators and administrators now better understand what can be done to help support educators in similar emergency situations in the future and what professional development is needed prior to the next emergency remote teaching, specifically regarding the technology involved with online learning. This investigation's contributions add to the scholarly literature of emergency remote teaching and COVID-19. [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.]