In 2019, a coronavirus strand, SARS-CoV-2, caused a global pandemic of respiratory illness, also referred to as the coronavirus (COVID-19). The U.S. government implemented massive school closures as a non-pharmaceutical intervention to mitigate the spread of the virus. The abrupt pivot to the asynchronous learning model resulted in low levels of engagement for many students. As a result of the pivot, students were expected to return to onsite instruction with a fraction of the learning gains, compared to a pre-pandemic school year. The purpose of this qualitative phenomenological study was to explore caregiver perspectives of the level of engagement exhibited by K-5 Arkansas public-school students who participated in the asynchronous learning model due to COVID-19 related school closures. The guiding theoretical framework for the study is the socio-ecological model introduced by Urie Brofenbrenner as a model for understanding human development over time. Sixteen caregivers participated in one-on-one semi-structured interviews. The study was guided by three central research questions related to caregivers' perceptions of the level of engagement exhibited by students, support provided by schools, and resources or strategies caregivers perceive would have increased student engagement. The research yielded several findings. Levels of engagement varied among students. While some remained engaged or disengaged throughout, engagement declined for many as school closures lingered. Support and resources provided by schools included technology, communication, and providing of materials, activities, and resources. Regarding increasing student engagement during participation in the asynchronous learning model, caregivers cited increased opportunities for socialization, increased communication with staff, technology competency, and reliable technology. The findings suggest that student engagement is impacted by various factors, and the digital divide is applicable in the 21st century. The researcher's recommendations for practice include the following: promoting student technology competency, communicating regularly with families, providing opportunities for socialization, and providing alternate methods of instruction and submission when possible. The findings of the study are applicable at all levels. [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.]