K-12 virtual schooling is gaining recognition as an alternative to the traditional face-to-face educational setting by providing students with access to anytime, anywhere learning opportunities. There is a current need for research on the pedagogy of K-12 virtual school teaching in order to understand the coordination of content, pedagogy, and technology underlying the delivery of a virtual school course. The purpose of this study is to develop an understanding for the instructional practices of K-12 virtual school teachers. The findings resulting from this analysis highlight the relationship between the participants' beliefs, goals, and practices related to virtual school teaching. Analysis revealed several unique qualities of the practices used by virtual school teachers that have relevant implications for the training programs educating virtual school teachers, the developing body of policy underlying virtual schools, and future research.
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