SARS-C0V-2, a coronavirus identified in 2019, was the cause of COVID-19, a respiratory illness that became a pandemic worldwide. The COVID-19 pandemic abruptly altered traditional in-person learning in Spring 2020, affecting educational systems across the globe. This resulted in school and university closures in the United States and disruptions to educational instruction. Around the world, countries were dealing with the severe social and economic upheaval brought about by the gaps in learning revealed by the pandemic. Educators and administrators had to completely redesign their teaching strategies, assessment procedures, and systems to support student learning. Children had to adjust to remote learning, virtual instruction, non-traditional classroom settings, social isolation, and virus testing. The purpose of this qualitative case study was to explore teacher-perceived challenges and experiences of managing students' test anxiety in grades 3rd-5th during the COVID-19 pandemic. The study explored general signs of test anxiety in elementary students as reported by the teachers, how the COVID-19 global pandemic influenced learning and informal strategies a classroom teacher used to alleviate feelings of anxiousness during test taking. Teachers' perceptions of students' learning during the pandemic were recorded through triangulated data from interviews, member checking, and documentation. The rationale was to assist school leaders in increasing teacher self-efficacy by measuring the effectiveness of strategies used by teachers to lessen test anxiety. This study involved a target population of elementary school teachers from six schools with teaching experience before and after the pandemic. Through semi-structured interview questions of participants in the southeastern United States, the researcher identified how teachers perceived the challenges of teaching students with test anxiety during the global pandemic. This study contributed to existing research on teachers' perceived challenges in teaching during COVID-19. Teachers' perceptions of students' learning during the pandemic were recorded through triangulated data from interviews, member checking, and documentation. The rationale was to assist school leaders in increasing teacher self-efficacy by measuring the effectiveness of strategies used by teachers to lessen test anxiety. The researcher found that teachers perceived challenges in teaching students during the pandemic but not necessarily related to test anxiety in isolation. [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.]