The study used a quantitative correlational research method to examine the effects of eLearning and virtual instruction in Upstate South Carolina Title I school districts. The study also determined if there was a correlation between the geographic location of participating school districts and teachers' perceptions of various aspects of implementing eLearning and conducting virtual instruction. The study also sought to collect data concerning teachers' perceptions of implementing eLearning, teachers' experiences with virtual instruction due to COVID-19, and teachers' perceptions of how virtual instruction due to COVID-19 impacted their students. A 36-item self-report survey containing both Likert-scale and open-ended questions developed by Dr. Thomas Cooper was used to assess differences in teachers' perceptions. Data analysis revealed that neither the school district's geographic location nor socioeconomic status significantly influenced the factors affecting teachers and students during virtual instruction. However, there were four instances where the school district emerged as a significant factor in determining technology usage in the classroom. [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.]