The COVID-19 pandemic has created unprecedented events that impacted all walks of life, including education. A significant shift in all levels of education, including K-12, happened quickly and abruptly. All classes transitioned from traditional, face-to-face to virtual teaching using a Learning Management System (LMS) such as Google Classroom™ to ensure the continuity of learning amidst the pandemic. This qualitative research employed a phenomenological approach to explore the essence of elementary teachers' lived experiences of Google Classroom™ during the COVID-19 pandemic. It was conducted in a public school district in Southeast Louisiana. The participants were selected using purposeful sampling. Interviews and focus groups were conducted to elicit the teachers' perceptions of using Google Classroom™ based on their lived experiences. Qualitative software, MAXQDA, was used to assist in the coding, categorizing, and identifying themes. The four themes that emerged from the findings included: (a) facilitation and communication, (b) usefulness and time constraints, (c) teacher collaboration matters, and (d) positive attitude. The results of this study inform legislators, educational leaders, and stakeholders in supporting teachers concerning future endeavors of innovative changes such as virtual schools. [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.]