Problem: Much research on shared leadership shows that it could be beneficial in the high school classroom but shifting to that type of classroom can be difficult. During the COVID-19 pandemic, teachers were looking for best practice strategies to move their curriculum online and to hybrid. This worldwide crisis provides a moment in time to rethink the inputs of education and what expected outcomes teachers wish to provide as they teach in unprecedented times in mandatory mass virtual and hybrid learning. Procedures: This hermeneutic phenomenology (Heidegger, 2008; van Manen, 2014) explored the lived experience of eight ELA high school teachers who taught virtually or in hybrid during the COVID-19s school year (2020-2021). The research question for this study was: What is the lived experience of ELA high school teachers using principles of shared leadership during COVID-19 virtual and hybrid teaching? This overarching research question was supported by three supporting sub-questions, which uses Kalinovich and Marrone's (2017) analysis for antecedents for shared leadership in the classroom as a conceptual framework. Purposeful and criterion sampling were all used for recruiting participants for this study (Creswell and Poth, 2018; Salmons, 2010). Data was collected using a three-interview approach recommended by Seidman (2013), including life history, details of experience, and reflection on the meaning. Additional data gathered included supplemental documents provided by the participants, observations of classrooms, and researcher reflections. The data analysis process included coding, triangulation, member-checking, and inter-coder agreement. Findings: Findings were communicated in a descriptive and interpretive method, in order to gain understanding of a specific phenomenon (Heidegger, 2008; van Manen, 2014). Data analysis resulted in the following themes: (a) building trust, (b) creating authentic assessments, (c) Collectivism and interdependence, (d) the teacher as a coach, (e) engagement, (f) initiative and creativity development, (g) empathy and self-awareness, (h) collaboration, (i) meticulous lesson planning and design, (j) self-directed professional development, (k) the ability to adapt, and (l) using student voice. Conclusions: Fostering an environment of trust, interdependence, collaboration, collectivism, authentic assessment, and teacher-coaching allows aspects of shared leadership to flourish, even in multiple modalities. Recommendations: Using student voice consistently helped create engagement, trust, and many other shared leadership qualities in the classroom. All of the qualities were reciprocal, as trust increased, student voice also increased and likewise for many of the other qualities. Using authentic assessments and paring down the number of standards in the classroom so teachers can focus deeper on less also helped both teachers and students take more risk and use creativity during this difficult year. Continuous feedback is necessary for multiple modality teaching, not just for teachers but for students also. Lastly, encouraging discussion and collaboration were just as important this year in the classroom, regardless of modality; it also is important to set up the classroom carefully in order to cultivate these skills. [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.]