The problem the study addressed is how the sudden transition to virtual learning increased the learning gap in reading and math for kindergarten students in transition to the first grade. Furthermore, the study approached how kindergarten students in transition to the first grade were impacted by the abrupt transition to virtual learning; hence increasing the learning gap. The Coronavirus (COVID 19) global pandemic altered the way instruction was given and how children learned. The objective of the study was to determine and address the challenges created by virtual learning. This quantitative study was guided by two research questions (RQ): 1. What effect did virtual learning have on reading and math MAP scores as compared to face-to-face learning as kindergarten students prepare for first grade? and 2. What are the effects of single-gender classroom and mixed-gender classroom grouping on kindergarten students' test scores in reading and math? A casual comparative quantitative study was used to compare archival Measures of Academic Progress (MAP) reading and mathematics benchmark data of 54 first-grade students that attend a local charter elementary school in southeastern Georgia. The kindergarten students that were taught virtually in in the 2020-21 academic school year to the first-grade students were taught face-to-face in the 2021-22 academic school year. In result, RQ1. Findings revealed that remote education among kindergarten and first-grade students consistently underperformed during face-to-face education when measuring academic achievement. RQ2. determined that mixed-gender classrooms in comparison to single-gender gender classrooms showed no significant difference in performance. Although the study indicates that there is no difference in the way students learn by gender, it highlights the importance of face-to-face instruction in lieu of a virtual environment particularly for younger learners. [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.]