As virtual platforms for secondary education have grown, the performing arts have faced various difficulties in moving to these platforms effectively. The purpose of this qualitative case study was to explore the experiences of five secondary theatre educators transitioning to virtual teaching. This exploration included theatre educators' understandings of the importance of virtual teaching, successful approaches, and challenges to student engagement. Purposeful sampling was used to select five secondary school theatre educators in the Central Southwest who were interviewed on the subject of their lived experiences with traditional and virtual theatre education. Through the lens of Garrison et al.'s (1999) Community of Inquiry, data was collected and analyzed to determine how teaching, social, and cognitive presences impacted building community in virtual theatre instruction. Findings showed that educators were most concerned with keeping theatre in schools but faced problems with lack of training and preparation for teaching in virtual environments. Teaching theatre virtually required a reevaluation of the idea of rigor in the curriculum, and required teachers to shift their methods of theatrical production and student engagement. Researchers can use this study to further the application of CoI theory to virtual arts education, to determine best practices for virtual theatre educators, and to emphasize the importance of training and support for virtual educators. [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.]