The abrupt closure of schools globally in mid-2020 due to the COVID-19 pandemic disrupted education for 1.5 billion learners, compelling an emergency shift to online teaching (UNESCO, n.d.). While personalized learning initiatives had been gaining traction, the pandemic challenged their continuity, transforming them into crisis management strategies. As schools in Pennsylvania resumed face-to-face instruction in 2021 post-vaccination efforts, questions arose regarding the pandemic's lasting impact on personalized learning models. This dissertation study investigates the impact of remote learning, due to the COVID-19 pandemic on pre-existing personalized learning initiatives in Pennsylvania high schools, focusing on instructional shifts, teacher adaptation, and curriculum changes. The study delves into the unexplored territory of how teachers in Pennsylvania, engaged in personalized learning initiatives before the pandemic, navigated the transition to remote teaching and the subsequent return to in-person instruction. Through an in-depth case study approach, incorporating teacher interviews, classroom observations, and document analysis, this research explores the nuanced experiences and perceptions of teachers in personalized learning environments. The theoretical framework combines sensemaking and attribution theory with personalized learning principles to analyze teachers' understanding and adaptation processes (Bozkurt et al., 2020; Zhao & Watterson, 2021; Pane et al., 2017).The findings reveal two pivotal themes shaping the personalized learning landscape: administrative influence and the impact of student voice and choice. Administrative support emerged as a linchpin for the success of personalized learning initiatives. The passion and commitment of administrators, coupled with clear communication and purpose framing, significantly influenced teachers' acceptance and implementation of personalized learning practices. The study demonstrates how administrators' effective framing of personalized learning, emphasizing individualized learning paces, technology integration, and improved outcomes, fostered a shared vision among teachers, facilitating sensemaking amidst the chaos of the pandemic. This dissertation study contributes to the educational discourse by shedding light on the adaptive strategies employed by educators during crisis-driven shifts in instructional paradigms. By understanding the role of administrative support and teacher sensemaking, this study provides valuable insights into sustaining and enhancing personalized learning initiatives in the face of unforeseen challenges. Furthermore, the research underscores the need for continued support structures and consistent messaging to empower educators in embracing innovative teaching methods, ensuring the resilience of personalized learning environments in the future educational landscape. [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.]