When COVID-19 came about, many schools transitioned to online learning to continue students' education, most in a concise time frame, and administrators, teachers, and parents were unprepared to handle this task. The purpose of this study is to investigate the impact COVID-19 had on education and teachers, parents, and administrators' expectations for future online learning. The study will contribute to the academic literature regarding best practices in developing successful online learning experiences for K-12 learners. The theoretical frameworks for this study are Social Cognitive Theory and Cognitive-Affective Theory of Learning with Media. A qualitative phenomenological narrative study was conducted to explore administrator, teacher, and parent perceptions regarding how prepared they were for online learning, what strategies used during COVID-19 were effective and ineffective, and future suggestions for online learning. Sixty-seven participants from an online social media group took a survey. Data were organized to identify a list of actions school administrators can take to prepare school staff and families for future transitions to online learning, as other crises will occur that could force another transition to online 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.]