The purpose of this study was to explain the lived experiences of parents and teachers concerning virtual education during the preschool period. This qualitative study utilized a narrative research methodology. The scope of the study included scientific literature, previous research, dissertations, and articles related to the topic, as well as parents and teachers of preschool students in Tehran. Based on the principle of theoretical saturation, the sample size included 20 teachers and 20 parents selected through purposive sampling. Data collection tools involved a systematic literature review and semi-structured interviews. Thematic analysis and coding methods were applied for data analysis. Findings indicated that strengths included parental awareness of the child’s strengths and weaknesses, cost and time efficiency, maternal familiarity with teaching methods, the possibility of repetition based on student needs, access to multimedia resources, and reduced separation anxiety. Conversely, weaknesses included parental interference in the educational process, child dependency on parents, learning difficulties, one-way communication from the teacher, the absence of an emotional atmosphere, diminished teacher authority, and inadequate internet infrastructure. Proposed strategies included the use of puppetry and storytelling, strengthening internet infrastructure, creating educational clips, fostering a competitive environment, utilizing visual aids, employing question-and-answer teaching methods, and adopting diverse, active technological approaches.