In secondary ensembles, teachers navigate the demanding balance of developing music literacy skills while preparing for concerts. This challenge intensifies in online learning environments due to limited opportunities for instant feedback, ensemble synchronization, and fostering a sense of community. The problem was the lack of understanding of how secondary teachers develop music literacy skills and virtual communities through online secondary ensemble rehearsals, a new phenomenon born during the COVID-19 school shutdown. The purpose of this qualitative study was to explore how secondary ensemble teachers develop music literacy skills and virtual communities through online band, choir, and orchestra rehearsals. The community of inquiry by Garrison and the T3 framework by Magana were used as the conceptual framework. Data from the verbatim interview transcripts of 11 secondary ensemble teachers recruited from professional networks were analyzed using open coding. The key findings were that teachers made adaptations in online rehearsals, focused on independent learning, and cultivated student passion by providing opportunities for creative expression. They fostered a safe and inclusive online community where students engaged in more exploratory and individualized ways. The results of this study may contribute to positive social change by influencing in-person pedagogical practice to include adaptive, holistic instructional approaches and inspiring teachers to leverage technology in ways that might empower independent learning to teach performance and music literacy skills, cultivate student passion, and develop virtual communities. [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.]