With the increase in technology, virtual learning programs continue to grow in popularity within the United States. Before the coronavirus (COVID-19) pandemic, the kindergarten through fifth grade (K-5) virtual learning population has increased each year slowly since the late 1900s. However, due to the COVID-19 pandemic millions of K-5 students were engaged in virtual learning. However, the academic outcomes and learning loss that resulted from the school shutdowns caused many misconceptions regarding the educational and social developments of K-5 students enrolled in virtual classes. Yet, studies consistently prove synchronous virtual instruction can be as effective as traditional face-to-face learning. The purpose of this study was to examine the strategies and best practices that K-5 virtual educators use to maximize learning, challenges associated with teaching K-5 students virtually, how virtual educators define, measure, and track academic success, and recommendations that virtual educators have for pre-service teachers interested in teaching in highly technological environments. Data collection followed a qualitative phenomenological approach. The researcher interviewed 12 K-5 virtual educators or administrators to understand better how students in a virtual learning environment could achieve academic and social success comparable to students in a traditional classroom. Results suggest that engaging, synchronous instruction allows virtual educators to maintain student academic and social success through interactive resources and community-building activities. However, learning coach support, small group interventions, and immediate feedback also support students' academic achievement. The findings of this study led the researcher to create a training course for pre-service or current K-5 brick-and-mortar educators to take before beginning a virtual teaching role called the "Fundamentals of K-5 Virtual Learning." Implications of the findings and recommendations for future research are shared in hopes that this research contributes to the existing literature on virtual education. [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.]