During the COVID-19 pandemic, education was greatly affected worldwide. This impact was particularly significant in Egypt, where the education system, educators, and students faced challenges. This research aimed to explore how educators in urban areas of Greater Cairo (Cairo, Giza, Al Qalyubia) in Egypt perceived the sudden shift to online learning, especially as many had little to no prior experience with online teaching. The targeted population for this quantitative descriptive research design focused on a stratified sample of Egyptian educators in non-governmental schools and universities. A total of 336 survey responses were collected. Five multiple regression analyses were conducted to understand educators' perceptions, experiences, challenges, and the level of support provided to educators by their institutions and their technological pedagogical content knowledge (TPACK) during the COVID-19 pandemic. The findings of the study revealed a moderately positive perception of online learning, with the difficulty of teaching online due to the barriers the educators encountered during the transitions. Internet connectivity issues, lack of interaction between instructors and students, and lack of educator training on online teaching were notable barriers among educators and affected their perception of online education in Egypt. The study suggests the need for significant changes in government and educational entities if online education is to be integrated into Egypt's traditional face-to-face education system. [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.]