This study sought to gain perspective into the emotions of special education teachers and their feelings of self-efficacy in their ability to provide their students with virtual instruction. A phenomenological study was conducted utilizing a two-interview process to gain insight into those feelings and emotions. By utilizing a phenomenological study, the educators were able to share their stories through the use of open-ended interview questions. Meaning and themes were identified using data explication. This study sought to provide current and future educators with insight into the events of the pandemic-caused mandatory school shutdown of 2020 and add to the body of knowledge on the supports and programs that worked and those that did not. This study provides school administrators with the lived experiences of educators who learned to navigate a new way of providing education to their students. By sharing the stories of the educators involved in the study, the researcher gave school administrators the opportunity to examine what was successful in supporting teachers during the mandatory shutdown and what supports would have been helpful. With this information, both administrators and teachers can be better prepared if any catastrophic event would occur in the future.