This exploratory case study aimed to understand how the sudden and abrupt transition to distance education due to the SARS-CoV-2 pandemic of 2020 highlighted the vast differences in levels of readiness for adopting distance education among the public-school districts throughout the State of Connecticut. It explores the reasons behind the inequities in the implementation of distance learning in public school districts. To develop a more detailed understanding of the problem, the research employs the exploratory approach to identify the contributing factors that render some districts more successful than others in their rollout of distance learning for their students. The experiences of school and district administrators as well their familiarity with advanced learning technologies are utilized. The basis of this study's conceptual framework consists of three streams: the history of public education delivery, perception and familiarity with modern learning, and modern learning and delivery modalities. The guiding research questions are as follows: 1. What defines distance learning in Connecticut public schools? 2. What factors contributed to the adaptation of distance learning from an administrative perspective? 3. What is the current perception of distance learning from critical stakeholders? [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.]