Redesigning a drastically new approach for teaching and learning within grades JK-5 required immediate attention to all constituents’ needs, including students, faculty, and parents, in order to maintain educational continuity in a functional and safe online learning environment. This work describes the 5-Phase Process designed as an action research-based, disruptive intervention to transition from the traditional, four-walled classroom into a virtual classroom, thus transforming learning experiences, routines, and perspectives in the Elementary School at the American Community Schools (ACS) Athens, Greece. This emergency shift oc- curred simultaneously with the professional development needs of in-service teachers, and was guided by research-informed best practices of virtual teaching, and effects of online learning for students between ages of 3-11, while bearing the state of emotional and financial stress of all constituents. While the 5-Phase Pro- cess is still in effect, preliminary results are shared, while implications for practice and recommendations for further research are considered.