The COVID-19 pandemic caused a significant disruption to public school education particularly regarding the mode of instruction as it shifted from face-to-face to virtual. The purpose of this study is to determine the impact of this rapid and major change on the socialization, academic achievement, and application of executive function skills of Gifted and Talented elementary school students as perceived by the parents/guardians and teachers of those students. The data for this mixed methods longitudinal study was collected via pre-and post-surveys and one-on-one interviews of parents/guardians and teachers of Gifted and Talented students in Cecil County, Maryland. Of the 12 conditions examined in this study only two returned statistically significant results pertaining to differences in perception. The perceptions of parents/guardians pertaining to academic achievement changed over time and the difference in perception of executive function skills between parents/guardians and teachers was significant on the post-survey. Parents/guardians indicated socialization to be their most important consideration while teachers indicated academic achievement. Both groups indicated executive function skills to be third in importance. Study results imply that during an emergency switch in mode of instruction the effect on socialization, academic achievement, and application executive function skills as perceived by parents/guardians and teachers does not change to an appreciable extent. The study did indicate that the absence of continued specific gifted and talented services was a concern for both parents/guardians and 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.]