The purpose of this narrative inquiry was to explore the stories and lived experiences of K-12 online teachers who have transitioned from the brick-and-mortar setting to online teaching. These stories of teachers' experiences of transition from in-person to online teaching are of interest as they highlight the importance of K-12 teacher preparedness for online teaching to ensure standards of 21st century classrooms are being met to the highest potential. Conducting research on the gap of K-12 online teaching skills is significant as identifying deficiencies in K-12 teacher preparedness for online teaching skills may allow for an actionable solution to this problem to be identified which will further ensure that teachers, receive adequate education, resources, and training in the development of necessary online teaching skills. Research in this field will potentially impact future online student success rates and learning outcomes. Through the application of a social constructivist approach, this research seeks to gain understanding of the perceptions of K-12 educators experiences as they transitioned to online learning. The three research questions that will guide this study are: 1) What stories do K-12 teachers share about their transition from in-person teaching in brick-and-mortar settings to fully online teaching?, 2) How do K-12 teachers describe the challenges, if any, that they face when transitioning from in-person teaching in brick-and-mortar settings to fully online teaching? And 3) How do K-12 teachers describe their experiences receiving support and training to teach in fully online settings? Data was collected using one-on-one semi-structured interviews and a researcher's journal. [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.]