Due to the COVID-19 pandemic, teachers were required to continue instructing students, but using an online setting. This quantitative study examined teacher perceptions of readiness and institutional support in online instruction in a rural setting. Participants included 49 teachers from the K-12 level. Participants completed the TPACK Self-Efficacy Scale, Community of Inquiry Survey, and Institutional Support for Online and Blended Learning Questionnaire. Results indicated the teachers perceive their online readiness as good or average and their online presence as adequate. Teachers also perceived institutional support to be lacking. A positive correlation was also found to exist between perceived readiness for online instruction and support.