Following the spread of the COVID-19 virus and the subsequent expansion of virtual education, elementary schools were at the forefront of adopting this educational transformation. This study aimed to explore the perceptions of elementary school teachers regarding the virtual teaching of science. Employing a qualitative, phenomenological approach, the study involved in-depth interviews with 11 purposively sampled male teachers from District 1 of Yazd during the 2020-2021 academic year. Data collection was concluded upon reaching theoretical saturation, and the data were analyzed using Smith's (1995) thematic analysis method. The trustworthiness of the findings was ensured through peer debriefing. The results were organized into four main themes—challenges, strategies, contexts, and consequences—and 36 sub-themes. Key challenges included shifts in pedagogy and content, student assessment, academic dishonesty, lack of teacher preparedness, parental involvement, classroom management, student interaction and motivation, and the use of hardware. In response, teachers adopted strategies such as self-initiated professional development, using alternative materials, content creation, and recognizing the need for in-person instruction. The experience was contextualized by a lack of institutional support, software deficiencies, families' financial issues, infrastructural limitations, and a reduced focus on the social dimension of learning. The consequences were twofold: positive outcomes included enhanced student responsibility, self-confidence, and creativity, while negative impacts comprised physical and psychological harm and school dropouts. The findings indicate that virtual science education presents significant challenges affecting both teacher performance and student learning, offering crucial implications for designing blended learning models in the post-pandemic era.