During the COVID-19 pandemic, many educational institutions realized the need to shift traditional courses to online for health concerns. Teachers experienced technological, pedagogical, physical, and psychological challenges during this abrupt shift to online learning and a dire need for relevant professional development. Many teachers perceived online education as less effective, which negatively affected language learning. Online teachers' readiness significantly affected the quality of instruction since traditional teaching methods were inadequate for online teaching. The purpose of this qualitative, single case study was to explore language teachers' perceptions and experiences regarding online instructional strategies and resources that may be used to avoid adverse outcomes to the quality of the language learning process. The web-based virtual learning environment (VLE) effectiveness model and the constructivism learning theory guided this study. Both the VLE effectiveness model and the constructivism learning theory were used to examine the roles of learners and teachers in online learning environments. The study included 14 foreign language teachers who experienced teaching virtually and in-person for at least two years. The following questions guided the study: (1) What are teachers' perceptions of online language instruction versus classroom language instruction? (2) What are teachers' perceptions of the strategies that may be used to avoid adverse outcomes to the quality of online teaching in language literacy? (3) What are teachers' perceptions of the resources that may be used to avoid adverse outcomes to the quality of online teaching in language literacy? Microsoft (MS) Teams was used for conducting, recording, and transcribing the interviews and a focus group, while NVivo-14 was used for data analysis. Findings revealed the significance of teachers' technical proficiency levels, effective professional development and a curriculum designed for virtual education. Finally, teachers expressed their need for professional recognition and effective communication. The implications of the findings and the recommendations for future practice suggest that teachers will continue to perceive online education as ineffective if professional development, updated curriculum, advanced and updated infrastructure, and effective communications are not applied to the VLE. Future research should examine administrators' views on virtual teaching in terms of challenges, expectations, and ways to motivate teachers. [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.]