The present illustrative case study explored elementary teachers' perception of preparation for a pandemic-driven pedagogical shift. Third grade teachers from a South Florida school district that were teaching in a Title 1 school during COVID-19 pandemic and made the pedagogical shift (N=10) were selected to share their perspectives of the transition process from face-to-face teaching to online teaching during the pandemic of 2019. They were further asked to share their perceptions of the professional development provided during that transition process. Participants reported limited professional development opportunities, lack of time to prepare for virtual learning, a need for on-the-job learning and stress related to new technology. More research is needed to better understand the impact transiting from teaching face-to-face to online teaching had on how professional development impacts student engagement, educational practices, and academic achievement to contribute to a deeper understanding of the effectiveness of professional development. [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.]