The problem addressed by this study is students had to adapt to e-learning when COVID-19 swept across the world and lost peer social interactions within the classroom. The purpose of this study was to document the impact the reduction in students' social interaction during COVID-19 e-learning may have had on high school students' academic performance. The theoretical framework follows Vygotsky's social constructivism theory which explains why peer interaction is a crucial component of cognitive development. This qualitative case study was focused on ten post-high school students attending college in the United States. Participants were recruited via public social media posts and interviewed on Zoom. Data were analyzed by manual coding with physical manipulations and NVivo. Key findings include that many e-learning courses require minimal to no peer interaction for high school or college courses and that lack of peer interaction did not negatively affect the participants grades. Implications of the findings consist of teachers giving students more responsibility, utilizing purposeful grouping, and allowing students to sign up for the type of e-learning course they want to take. These findings contribute to practice because it allows high school teachers, college teachers, and curriculum designers insight into how to create course content for e-learning courses. [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.]