In Virginia, early educators teaching virtually were much more concerned about their students’ learning, social skills, and behavior relative to those teaching in-person. Families can provide another important perspective, especially because many took on an even larger role in their young children’s learning during COVID than they might have in other years. This report uses survey responses from almost 3,000 Virginia families with children ages 3-5. It documents families’ perspectives on their children’s learning and development during the pandemic and explores how these perceptions varied across instructional modes. (author abstract)