Hibbs, Jamie2024-04-122024-04-12https://hdl.handle.net/2097/44258The COVID-19 global pandemic created unprecedented change on how teachers were expected to adapt/pivot/change their instructional practices. The purpose of this study is to examine teacher experiences and their perceptions of change to their classroom instruction due to the pandemic. For many teachers, this was their first experience with online or remote learning. These changes may or may not influence teachers continued use of these tools in the future, post-pandemic. A qualitative case study is conducted to collect the actual experiences and perceptions of teachers during the 20-21 school year in one rural school district as they implemented changes and constructed new ways to teach during the pandemic. A survey and interviews were conducted to identify the correlation between years of experience and ability to adapt to teaching in a new mode. Implications include how change is accepted and implemented by teachers and how the pandemic could be a pivotal movement in the educational field.en-USchange theorymiddle school teachershigh school teachersteaching during covidpandemicteachingDissertation