The goal of this research was to examine teacher perceptions of high school student learning and engagement in the online learning environment due to the COVID-19 pandemic. The research was valuable in order to design, plan for, instruct, and assess students; to make technical, instructional, and student engagement modifications; and to create protocols based on the strengths and needs of online teaching programs, all through the anticipation of virtual learning in future situations. This study sought to provide insight for school and district leaders to review current programs and policies associated with the remote learning environment and make improvements to those programs and policies. The questions of inquiry for this study were: (1) How can teachers successfully assess student engagement in the remote learning environment? (2) What skills and professional development do teachers require in order to plan for, instruct, and assess student engagement in the remote learning environment? (3) What do teachers perceive as modifications that need to be made in the remote learning environment? The necessity of this research is apparent as remote learning environments continue to evolve through the COVID-19 pandemic, yet at the school of inquiry there has been limited evaluation of the remote learning environment. Accordingly, this study sought to provide insight for school and district leaders who desire to refine remote learning environments and improve teaching and 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.]