This study examines the challenges and adaptations educators faced during the shift to blended learning due tothe COVID-19 pandemic, offering insights to improve teacher preparation for future disruptions. It employs a hermeneutic phenomenological approach to analyze teachers' experiences at a Southeastern U.S. private high school, identifying five key themes: frustration with virtual instruction, reliance on reflective practices, low student motivation, increased absenteeism, and "new teacher challenges." The findings highlight the value of annual teacher preparatory training to enhance resilience and instructional effectiveness in post-pandemic education.