In this study I explored how the experience of forced virtual learning during the COVID-19 pandemic and then going back to in-person learning impacted African American elementary school students from the perspective of their school counselor. I think this study is important because there is scarce qualitative research on the effects that forced virtual learning had on African American elementary students. Using the information I obtained through this study; I categorized various elements of this current phenomenon. As a result, my goal was for this research study to serve as a focal point for the difficulties faced by African American students. I conducted a qualitative phenomenological study using purposive sampling to identify school counselors with at least three years of work experience in an elementary school where the population was at least 50% African American. The individual interviews were conducted with 10 school counselors. I collected and analyzed the results. Based on the results of this study, I identified six emerging themes: Resilience, Academic Achievement Gap, Emotional Dysregulation, Social Isolation, Truancy, and Technology Concerns. [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.]