The purpose of this qualitative study was to learn the faculty and student's lived experiences during the COVID-19 pandemic and the perceptions of faculty and students' attitudes toward remote learning. Additionally, the researcher determined if faculty preparedness for online teaching influenced the students' feelings about the switch to online learning during the pandemic, specifically at a Historically Black College/University (HBCU). The research is centered around three research questions: (1) What is the perception between faculty and students at an HBCU and their lived experiences with the shift to remote/online learning during the COVID-19 pandemic? (2) What is the perception of faculty who were trained for online teaching before the onset of the COVID-19 pandemic and their lived experience with remote/online learning? (3) What is the influence between technology access amongst professors and students at a selected HBCU and their lived experiences with the shift to remote/online learning during the COVID-19 pandemic? The researcher conducted interviews of a selected number of faculty and students to determine what success or problems they encountered during the pandemic. The key findings were that the faculty participants had more positive experiences than the student participants. Additionally, the faculty participants were prepared for the switch to remote learning due in part to the institutions digital initiative implemented prior to the pandemic. The implications of the findings are that more HBCUs and other institutions could be better prepared for future events if they follow the same model as the HBCU in the study. [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.]