The purpose of this qualitative study was to examine holistic perceptions of teachers in a virtual high school who deliver secondary instruction using an online format. The demand for equitable learning spaces to support both teachers and students have led to the increased demand of virtual schools. The questionnaire administered to eight online instructors in the same virtual program examined their beliefs about certain criteria which may or may have not impacted their delivery of effective, holistic pedagogical practices. The results showed three main themes related to: interactions with students, online successes and failures, and online teaching influences. Recognizing the importance of a holistic distance education, online academic instruction in secondary virtual schools must take into consideration such practices in order to create safe academic spaces for all students and educators alike.