This descriptive phenomenological study looks into the lived experiences of teacher education college students on what it is like to learn math online during the COVID-19 pandemic. Due to the pandemic, online math learning may pose even more significant challenges. Hence, the researchers conducted the study to better understand and support the students in these challenging times. They interviewed 16 college student participants, who consented to participate in the study, to share their actual experiences -- the challenges, struggles, and opportunities -- in learning math online during the pandemic. The interview transcripts were analyzed following Colaizzi's method. Results revealed the following themes: (1) The hurdles: poor internet connection, unconducive learning space, difficulty in understanding the topics, financial problems, and health problems; (2) The upper hands: ease of access to varied resources, staying at home, and flexibility of the teaching and learning process; (3) The key takeaways: improved time management, self-discipline, resourcefulness, and growth mindset. The researchers recommend that the management of educational institutions consider the students' demographic data, financial level, available resources, and mental and emotional health while designing and implementing online programs. Further, future research may be conducted on the teachers' concerns that may influence students' online learning experiences with Math and other disciplines.