Schools have gone through educational reforms having various focuses on curriculum changes, consolidation, open classrooms, mastery learning, decentralization, shared decisionmaking, legislative mandates and controls, high expectations, integrated thematic instruction, professional development, technology integration, and standards with high-stakes accountability. Through all the reforms, the educational system has remained the same and student learning has continued to fall. Education today is facing a new challenge called virtual schools. Virtual schooling is a growing phenomenon at all levels. In its contemporary form, virtual education provides asynchronous, computer-mediated iteration between teacher and student over the Internet. In just a decade, such virtual education has grown from a novelty to a movement that is burgeoning to meet the growing demands. In response to these changes and increasing enrollment demands, many organizations are working on strategic plans to implement virtual courses to meet the needs of their students or potential students. At the same time, there are misconceptions and myths related to the skills, resources, environment, tools, and support needed to prepare a teacher to teach in a virtual school. In this research, I looked at how new teachers are being prepared to teach in an environment that many educators have never experienced or even known about in the past. I used a descriptive case study to present how new teachers are prepared to teach in a virtual setting. The school used for the study was a 6-12 virtual charter school located in Pennsylvania. In this study new teachers, administrators, teachers, and staff were observed and ten individual interviews were completed. The results showed that the induction/mentoring program is important for new teachers in transitioning into their job. Today's technology enables support to be provided twenty-four seven in multiple forms such as learning communities, database systems, and course content on the web, and methods such as email, text, chat, web conferences, text, and face-to-face. This study concludes showing that legitimacy is an important role for teachers and society for acceptance and accountability of the program and school. [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/en-US/products/dissertations/individuals.shtml.]