The COVID-19 pandemic disrupted education systems worldwide, prompting a swift transition to remote learning. This study delves into the experiences of Cypriot high school teachers and students amidst the pandemic, utilizing qualitative interviews to uncover challenges, coping mechanisms, and the broader implications for education. Qualitative interviews were conducted with Cypriot high school teachers, focusing on their experiences during the pandemic. Thematic analysis revealed four primary themes: the shift to online learning, challenges faced by teachers, impacts on students, and the integration of technology. Teachers encountered various hurdles in adapting to remote instruction, including technological limitations, maintaining student engagement, and addressing learning gaps. Students grappled with social isolation, diminished academic performance, and heightened mental health concerns. Through these interviews, valuable insights emerged regarding the adaptability and resilience of teachers in navigating unprecedented circumstances. Teachers emphasized the importance of prioritizing student well-being and equitable access to education, acknowledging the need for ongoing support and resources. The integration of technology emerged as both a challenge and an opportunity, with teachers leveraging digital platforms to facilitate learning and communication. Furthermore, the study underscores the importance of fostering inclusive learning environments and strengthening teacher-student relationships, particularly in virtual settings. By understanding the experiences of teachers and students, policymakers and education stakeholders can develop targeted interventions to address the lingering effects of the pandemic on education. In conclusion, this study sheds light on the multifaceted impacts of the COVID-19 pandemic on Cypriot high school education. It emphasizes the resilience of educators and the need for holistic approaches to support student well-being and academic success. Moving forward, investments in teacher training, technological infrastructure, and mental health support will be crucial in building a more resilient and inclusive education system in the post-pandemic era. [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.]