The purpose of this study is to explore teachers' experiences promoting equity and building student-teacher relationships in K-12 online and virtual classrooms. Research studies exploring and addressing equity in education are ample within the body of research, but there is limited research conducted in or about the K-12 virtual learning environment. The methodology for this project was basic qualitative inquiry. Descriptive qualitative inquiry is used to describe the lived experiences of the participants within the specific setting and context, within the phenomenon. The population was full-time K-12 online educators with at least two years of experience teaching in a virtual setting. The data analysis method was inductive thematic analysis used to determine themes from verbal and transcribed data that were coded and then interpreted through identifying patterns and relationships leading to the results and findings of the data. The study findings demonstrated the importance of providing and facilitating physical access to necessary equipment, training, and access to the content, and regular access to the teacher for support and guidance. The study also found the need to develop and maintain relationships with students and the benefit of maintaining a strong school/home partnership with regular communication between the parents/guardians, students, and teachers to increase the equity within the online learning environment for K-12 students. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]