During the height of the COVID-19 pandemic, students and teachers were unable to attend school in-person due to building closures. Schools and teachers had to switch to virtual learning environments. The stress of having to adapt to new ways of teaching virtually, establishing relationships with students and parents while utilizing virtual classrooms, an increase in stress-related health issues, with the lack of resources, added to the already stressful profession. There are limited studies available on how this increase in stress affects teachers long term. Having a better idea of these stressors and how schools can assist teachers in handling them can be crucial in preventing a further shortage of teachers. Study used a mixed-methods approach to examine whether the switch from in-person to virtual learning due to the COVID-19 pandemic affected the stress levels of elementary school teachers and played a significant role in a decrease in their job satisfaction. This study evaluated quantitative and qualitative data collected from a questionnaire. The quantitative data from the questionnaire was analyzed using linear regression analysis and the qualitative data was analyzed using keyword analysis. The results of the data analysis showed that elementary school teachers reported an increase in stress during the switch from in-person to virtual learning, with the common contributor being the lack of support and training provided by the school district. The results also showed the switch from in-person to virtual learning did nothave a significant impact on elementary school teachers' job satisfaction. [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.]