According to researchers, the pandemic-induced school closures and disruption of services resulted in a massive regression of academic learning and socio-behavioral development, especially among children in developing economies. Countries have been making efforts to recover the learning and developmental losses incurred by children during the pandemic. A review of the literature shows that there are only a handful of studies that examine learning loss as well as post-pandemic efforts at the school level in India. According to a UNESCO report, India also experienced the second-longest COVID-19-induced school closure in the world. This qualitative study was conducted with primary-grade teachers after in-person instruction commenced in a county in eastern India with a large indigenous population. The purpose of the study was to gather teachers' challenges in implementing in-person instruction during the 2022-2023 school year and the efforts they made to recover the learning loss. The findings showed that children started the school year with limited or no knowledge of foundational math and language arts, displayed a lack of interest in learning, and engaged in disruptive classroom behaviors. However, teachers noticed slow but steady progress over time. The findings urge policymakers to support timely learning interventions and provide material and human resources to schools to recover the learning loss.