Since the start of the COVID-19 pandemic, private schools in the United States have reported unusually high numbers of applications from public school parents. School administrators have been required to manage the redesign of the school environment to ensure the safety of students without compromising student learning. Yet, it was unknown how private school leaders were addressing the redesign of the school environment while prioritizing student learning during COVID-19. The purpose of this study was to explore how administrators at private elementary schools ensure a safe school environment and support student learning during COVID-19. Rational choice theory guided this holistic multiple case study with embedded units of analysis. Six school administrators were purposefully sampled from two private elementary schools located in the same county in North Carolina. Data were collected through a questionnaire and one-on-one virtual interviews. Three themes emerged from the thematic analysis: individual level of preparedness, prevention measures and support, and safety challenges. The first key finding was that participants supported the administrators' role in providing for the safety of students and teachers during the pandemic by implementing safety precautions such as hygiene practices and protocols to prevent outbreaks among students or staff. The second key finding was that schools were not fully prepared for the COVID-19 pandemic, and the majority of school staff were not educated on pandemic preparedness. Responses also showed a need to refine certain classroom safety measures, such as class size and the availability of critical resources for student safety. Additionally, school leaders should establish pandemic management committees comprised of all major stakeholders to increase safety preparedness in schools. Although most schools already have general safety measures in place, such as locks on doors and windows, leaders should strive to strengthen their pandemic preparedness. [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.]