Purpose: The purpose of this thesis is twofold: examining the relationships between online learning and academic engagement and between online learning and cognitive engagement and evaluating how private school teachers interpret the impact of online learning on their students' engagement. Design/Methodology/Approach: This research used a mixed-methods design which was carried out by the researcher through teacher interviews and questionnaires. A purposeful sample of 77 middle school teachers teaching virtual classrooms selected from a private school in Beirut was used. Subsequently, 4 of the 77 teachers were interviewed about their experience teaching students through online classes. Findings: Results of the quantitative component showed a positive relationship between online learning and cognitive engagement and online learning and academic engagement. Results of the qualitative part indicated that teachers faced challenges such as management, internet connectivity, cheating, electricity outages, and accessibility. Recommendations are provided on how to enhance the effectiveness of hybrid teaching/learning models.