This qualitative phenomenological study addresses the pressing issue of remote learning challenges faced by low-income students during the COVID-19 pandemic. As of March 29, 2021, the pandemic had led to 126,890,643 confirmed cases and 2,778,619 deaths globally, while exacerbating existing educational disparities. The pandemic prompted widespread school closures, affecting approximately 1.5 billion students globally. This disruption further hindered progress towards the United Nations' Sustainable Development Goal of providing inclusive and equitable quality education for all. The transition to online learning disproportionately impacted economically disadvantaged students, compounding preexisting inequalities. The purpose of this qualitative phenomenological study was to identify strategies to overcome the challenges of remote learning among students due to the COVID-19 pandemic, based on the lived experiences of teachers of low-income students in Baltimore City and Baltimore County, Maryland. Phenomenology, a method that explores human experiences and interpretations, guided the research design. Teachers' perspectives on obstacles encountered while facilitating remote learning were examined through in-depth interviews. Vygotsky's sociocultural theory and Jean Piaget's theory of cognitive constructivism learning were the main theoretical perspectives that guided this study. The study's target population comprised of nine teachers from three schools, selected for their focus on underserved communities and limited pre-pandemic technology integration. These institutions previously relied on traditional classroom instruction, making the shift to remote learning particularly impactful. By delving into educators' narratives, this research sought to uncover practical approaches for overcoming barriers to remote learning while considering the unique contexts of low-income students. [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.]