The coronavirus disease 2019 (COVID-19) pandemic has had a devastating and long-lasting effect on most of the world. In an attempt to slow the spread of the virus, public health authorities instituted guidelines for schools regarding social distancing, mask wearing, and quarantining, and the U.S. educational system was forced to adjust. This phenomenological study examines, from the perception and experiences of primary school teachers, how teachers returned to in-person education while adhering to CDC guidelines and regulations during the COVID-19 pandemic. Fifteen experienced primary teachers in three public school districts across Long Island, New York were involved in the study and participated in interviews and focus groups. This study contributes to the literature on the effects on education during COVID-19 pandemic by providing additional insight into how educators adhered to and followed the safety protocols for students and themselves while teaching in person during the pandemic. Implications from this study offer lessons for teachers, leaders, and policymakers on communication strategies, the importance of being prepared for future situations requiring immediate change, and lessons on future guidelines and regulations to meet the needs of this younger student population. [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.]