Since 1902, 4-H Youth Development programs have been implemented by Cooperative Extension agents or educators for teaching, influencing, and leading youth to new life skills that can positively impact their futures. The 4-H motto is "learn by doing" and is practiced with a hands-on learning approach. Unfortunately, during the COVID-19 pandemic, 4-H programs and clubs around the nation were confined to home or distance learning and no group interaction, limiting this hands-on learning approach. This study analyzes how 4-H, specifically in South Carolina, was implemented without meeting in person and how it affected retention rates during the pandemic. Analysis of quantitative data revealed a change in knowledge after participating in the virtual and take-home activities. The theoretical framework undergirding this study was McClelland's Need for Achievement Theory, which comprises three factors, or needs: achievement, affiliation, and power. Future recommendations include, but are not limited to, gathering more input from 4-H youth and their families to understand needs and to ensure programs are relevant and appealing to all eligible persons, as well as aligned with the Essential Elements of 4-H, plus training for Extension professionals to create consistent surveys using 4-H Common Measures.