This study investigates the challenges faced by vocational students in online learning at Beijing Vocational College of Economics and Technology, Langfang, Hebei Province, China, focusing on research design for mathematical methods. The study comprises 50 graduates from the Internet School of Beijing Vocational College of Economics and Technology. Employing a descriptive and comparative analysis approach, data processing involves frequency, percentage, mean, and the Mann-Whitney U-test, facilitated by SPSS software. Results illustrate the gender distribution, parental education levels, and average monthly income of the 50 students. Predominantly, male students outnumber female counterparts. Additionally, most students have parents with lower education (primary and secondary degrees), while a minority have parents with higher education (university and master's degrees). Concerning average household income, data indicate an equal split, with 50% earning below 47709.94 PHP monthly and the remaining 50% earning above this threshold. Teachers encounter a low degree of difficulty in online teaching, while vocational learners experience a similarly low degree of difficulty in teacher learning assessment. Comparisons regarding online teaching difficulty among vocational learners, based on gender and parental education level, reveal non-significant results for gender but significant results for parental education level and average family income. Likewise, comparisons regarding the difficulty vocational learners encounter in online learning for teacher learning assessment, based on gender and parental education level, yield non-significant results for gender, parental education level, and average household income. Keywords: Education, vocational students, online learning modality, Teacher’s Instructional Delivery, Teacher’s Assessment of Learning.