The purpose of this qualitative action research study was to explore the teachers' perceptions on the challenges they experienced using the Schoology learning management system when teaching during the COVID-19 pandemic. I used a qualitative method with a phenomenological design. I interviewed 10 teachers using a semi-structured format, that use Schoology at School A, located in the SW region of the US. I performed a qualitative thematic analysis, and I identified four themes that emerged from the data, which were: (a) user experience and ease of use, (b) technical challenges, (c) resource and support, (d) resilience and determination. Also, six sub themes were identified: (a) lack of knowledge, (b) the system is not user friendly, (c) connectivity issues, (d) everything is in one place, (e) additional tools and resources, and (f) determination. My action plan based on the results of the study that can address the barriers and challenges that the teachers experienced will be composed of three main implementation plans: (a) video trainings that the teachers can utilize at any time, (b) lunch-and-learn sessions, and (c) staff meetings and PowerPoint presentations. [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.]