The COVID-19 pandemic of 2020-2021 forced teachers and students of the research site (given the pseudonym Roxy High School) into an online learning environment. Neither the school nor the teachers had previously experienced such a high demand for online courses, and many did not recognize the differences between online and face-to-face instruction. Consequently, the problem of practice of this study focused on a lack of the preparedness of teachers at Roxy High School, a medium-sized, mid-Atlantic high school in a predominantly agricultural area, in designing and facilitating instruction in an online classroom. Four characteristics describe a problem of practice: urgent, actionable, feasible, strategic (Perry et al., 2020). Urgency stemmed from the organization's need to educate students regardless of circumstances. Actionability necessitated that interventions could be developed to meet concrete goals. Feasibility arose from my access to the stakeholders and the organization. Strategic interventions supported the organization's mission and goals. This study followed a systematic process pursuant to the guidelines of the Performance Improvement/HPT Model. Roxy High School lies within the K-12 educational system. The Performance Improvement/HPT Model provided a systematic phase-by-phase process through which to examine the problem of practice as it existed within this system. The four main phases of the process included: (a) performance analysis; (b) intervention selection, design, and development; (c) intervention implementation and change management; and (d) evaluation (Van Tiem et al., 2012). Following this analytical process allowed for a thorough examination of the problem of practice. The performance analysis phase consisted of environmental and organizational analyses which involved collecting performance data and conducting a gap analysis and a root cause analysis. During the first part of the performance analysis phase, I studied the environment and the organization in which the teachers worked. During the environmental analysis, I collected data and organized this information into a matrix according to strengths, weaknesses, opportunities, and threats (SWOT). During the organizational analysis, I collected data and organized this information according to the categories of the Updated Behavior Engineering Model (BEM). [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.]