With the increase of virtual education due to COVID-19, there is an increased need for quality professional development for virtual educators. To keep up with the changes in educational technology and the best practices of virtual learning, professional development is needed. This qualitative study explored various professional development activities for virtual education during COVID-19 experienced by middle school teachers. This study utilized Siemen's (2004) connectivism theory as the conceptual framework. The three research questions focused on types of professional development, what was learned from the professional development, and what worked well for educators during the professional development experiences. Data was collected from seventeen middle school educators from a large suburban school district in a metropolitan area through one-on-one semi-structured interviews and document analysis. The data was analyzed and coded to find themes. Comparisons were made between the findings of this study and the literature available to assist interpretation. The themes from this study relate to and extend best practices for professional development for virtual education. The results will impact designers of professional development for virtual education, virtual educators, and students as well as blended learning and 1:1 educators and learners. [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.]