The aim of this study is to explore the lived experiences of elementary school teachers regarding the positive and negative aspects of virtual education. Employing a qualitative approach and a phenomenological method, the research involved semi-structured interviews with 12 elementary teachers selected through purposive criterion-based sampling. The collected data were analyzed and led to the identification of five main themes and 20 sub-themes, which were ultimately categorized under two overarching perspectives: positive and negative views toward virtual education. The negative perspective included themes such as parental burnout, lack of developmental-professional interventions, and absence of psychological-communicative support. In contrast, the positive perspective encompassed the development of digital knowledge capital and access to equal educational opportunities. Based on the findings, it can be concluded that the expansion of virtual education in elementary schools can enhance knowledge capital and promote educational equity. Moreover, it is essential for educational authorities to organize training programs aimed at strengthening parental roles in virtual environments and providing psychological and communicative support.