The COVID-19 pandemic necessitated an unprecedented shift to virtual learning in America. It is unlikely that this method of instruction will end when it is safe to return to in-person instruction, even though there is limited research supporting virtual learning at the K-5 level. This phenomenological qualitative study explored the professional identities of virtual elementary school teachers, and what strategies they used to engage their K-5 students in a synchronous virtual setting in the state of Missouri. Data for the present study were collected through a census survey sent to all virtual elementary teachers, two focus groups of the same teachers, and two one-on-one interviews with the assistant principals of virtual learning from one large virtual learning provider in Missouri. Through basic descriptive statistical analysis, findings regarding professional identities showed that teachers had a wide range of backgrounds and expertise areas; but most reported a lack of preparation to teach elementary school online. To investigate engagement strategies, Fredericks et al.'s (2004) Multidimensional Engagement Framework was used. Using a combination of inductive and deductive analysis, findings suggest there are certain teacher dispositions that contribute to successful engagement in elementary virtual learning. In addition, several specific strategies for cognitive, affective, and behavioral engagement were uncovered as well as several challenges regarding engagement in K-5 virtual learning. This research begins the important work of uncovering best practices in virtual learning at the K-5 level and paves the way for future research on the topic. [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.]