The 2019 Coronavirus pandemic forced school closures around the globe and required teachers to instruct in an Emergency Remote Teaching Model, highlighting inequalities in teacher competencies related to the interaction with digital resources in a curriculum. The burden remained on the teacher to choose relevant digital resources for classroom management and instruction and incorporate those resources into lesson planning during Emergency Remote Teaching (Nepal et al., 2020). The purpose of this phenomenological, qualitative study was to examine the perceptions of eight middle level educators regarding the individual accessibility, management, and evaluation of digital resources amid the COVID-19 pandemic and Emergency Remote Teaching in classrooms across Western Pennsylvania. The researcher examined and sought themes in evaluative criteria that educators reported as most beneficial for classroom use during this shared phenomenon. Data gathered from semi-structured interviews revealed nine themes and validated the reliance teachers have on one another and building leadership for access, management, and evaluation of digital education resources. The impact on leadership explores actionable items building level and district leaders can take to support the needs of classroom teachers in selecting digital education resources for classroom management and instruction. The results and findings of this research endeavor support the dissemination of digital education resources starting in an organized, systematic format at the national level, in order to ensure equity in knowledge of and access to digital education resource tools. [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.]