This qualitative phenomenological case study explored best instructional practices for expanding use of educational technology during the COVID-19 Pandemic. Online interviews, focus groups, and document analysis provided the source of data for the inquiry. The three research questions that guided this study are as follows: (1) What are the lived experiences of HBCU faculty members integrating educational technology during the COVID-19 Pandemic? (2) What strategies are used by HBCU faculty to deliver quality learning experiences using educational technology? (3) What type of training did HBCU faculty receive before transitioning face-to-face courses to online instruction? The data produced eight emergent themes: (1) Mixed Instructional Pivot Challenges, (2) Closing the Digital Divide, (3) Compassion Focused Instruction, (4) Best Practices, (5) Concern for Future, (6) Evolution of Evaluation, (7) Variation of Best Practices, (8) Need for Connection. The findings of the study revealed that HBCU faculty successfully navigated the transition. Recommendations for future research include, but not limited to a study with greater student and faculty diversity, a longitudinal study to conduct a more in-depth study of how colleges and universities incorporate instructional methods in online education and conducting a mixed method or quantitative inquiry may be an approach to examining the impact of the phenomenon on students and faculty. [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.]