Schools worldwide were forced to close in response to the COVID-19 pandemic. In Palestine, school closures forced the educational system to quickly transition from the traditional face-to-face teaching methods to remote teaching, which was a new experience and practice for many teachers, parents, and students. The situation was also worsened due to the ongoing conflict with the Israeli government. In this reflective article, the experiences and perspectives of stakeholders including teachers, students, and parents from the Qabatia Directorate Schools, West Bank, Palestine, were gathered using a series of questionnaires and interviews. The study focused on accessibility, preference, student-teacher-parent engagement, and knowledge improvement during the virtual learning experience. The sudden pivot to virtual learning was not well received by teachers, students, and parents alike. The major issues included accessibility to online technology, engagement between students, teachers, and parents, and overall readiness for a new learning pedagogy. The study found that remote learning can be more effective and successful if prompt planning and execution from the government, sufficient information technology training for teachers, availability of devices, internet accessibility, and additional support for low-income families can be addressed. Therefore, school authorities and decision makers should consider implementing changes that may improve the current realities of virtual learning.