This phenomenological qualitative study was conducted to explore the lived experiences of Latina immigrants who participated in a virtual adult education program in the wake of the global COVID-19 pandemic and school closures. While immigrants comprise about half of the adult learner population in the United States (Hoffstetter & Cherewka, 2022; Soria & Stebleton, 2013), very little is known about their academic experiences. The data collection methods that were employed included demographic questionnaires, document [letter] analysis and "testimonios" -- testimonials that are deeply rooted in Latin American history and aim to decolonize traditional research methods while highlighting diverse "ways of knowing." A selected group of Latina immigrant adult learners, who participated in a series of Spanish online high school equivalency classes between March 2020 and August 2021, offered their "testimonios" on three separate occasions. The study provided a deeper understanding of the motives underlying the participants' decisions to pursue their educational goals during a historic moment in time and gather perceptions of their virtual learning experiences. Findings related to "familia," virtual Spanish options, and relationships add to the literature of Latina immigrants and traditionally marginalized populations in the realm of online adult education. [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.]