The purpose of this qualitative descriptive study was to explore how United States K-12 special education teachers as classroom leaders describe their readiness responses (technology acceptance, utilization, and perceived ability) to teach special education students via online learning during a crisis that limits face-to-face learning, such as the COVID-19 pandemic. The two theories undergirding this research are Davis's Technology Acceptance Model and Bandura's Teacher Self-Efficacy Theory. In answering the overarching question of how K-12 special education teachers as classroom leaders describe their readiness responses (technology acceptance, utilization, and perceived ability) to teach special education students via online learning during a crisis that limits face-to-face learning (i.e. COVID-19 pandemic), 20 special education classroom leaders completed an eligibility questionnaire, with 12 then participating in virtual interviews. For data analysis, inductive thematic analysis and open coding were used. ATLAS.ti was used to streamline and organize the data. Results were explored by developing codes, initial themes, which produced three final themes. Participants indicated that their readiness responses were directed by their (a) adaptation to technology, (b) ability to seek information, and (c) self-motivation to problem solve. The results imply that school districts need to streamline a strategic plan for easier transition to virtual learning for any future episodic crises. [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.]