Teaching experiences changed during COVID-19 from face-to-face to online, and teachers encountered numerous challenges. Considerable research has been conducted on many of the issues that teachers at different grade levels faced in this transition. The experiences of elementary school teachers, however, have not received much attention. The purpose of this qualitative study was to explore the lived experiences of elementary school teachers who taught remotely during the COVID-19 pandemic. Understanding their challenges may lead to the development of appropriate resources and specific training for teachers in these early grades. The theoretical foundation that grounded this study was Bronfenbrenner's ecological systems theory, which proposed that learning occurred during social interaction and that an individual's environment consisted of multiple levels that influence their development. Data were collected from third to fifth grade elementary school teachers through semistructured interviews with six teachers and were understood through a thematic analysis. The results of these analyses indicated that teacher's experienced mental health issues, technological issues, limited resources and limited support from administration. This study may contribute to positive social change by providing insights for educational psychologists, school administrators and staff, and school board members by suggesting supportive measures and trainings for teachers who teach remotely during school closures. [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.]