The purpose of this study was to provide a quantitative comparative analysis of public and private school teachers' perceptions of the level of support they received during the COVID-19 pandemic. Like previous pandemics, such as the Spanish Flu, the COVID-19 pandemic is an unprecedented event that will also be recorded in history books. Society, from businesses to educational institutions, was adversely affected by closures. This new paradigm shift brought about by COVID-19 has transformed our education system, bringing new challenges to educators. This study presented the challenges educators faced, a literature review within the constructivism theoretical framework, in a quantitative comparative research design, utilizing secondary data analysis. The secondary data garnered from the primary study consisted of teachers who were randomly sampled through surveys by the National Center for Education Statistics (NCES). An analysis of the data was performed, utilizing a two-tailed t-test, and comparing the means of two independent sample tests. The literature assisted in formulating a hypothesis to determine what statistical differences exist in the private school vs. the public school teachers' perceptions of the level of support during their transition to the virtual learning platform. The findings revealed a statistical difference in the public and private school teachers' perceptions relative to the equal variables (community type, region, school level, and school enrollment) tested. The largest implication from this study was that the socioeconomic status of the public and private schools' population was correlated to the level of support and resources they received during the transition to virtual learning. [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.]