The researcher examined the experiences of a virtual program implementation team at a rural Georgia school district with limited resources. One strategy schools are employing to increase student access and achievement is the implementation of an online educational program, specifically Georgia Virtual School [GaVS]. Rural school districts with limited resources have been restricted in their ability to implement GaVS effectively (Hall, 2015; Tankersley, 2006). A basic interpretive study was utilized as the research design for the study coupled with Cavanaugh’s (2009) theory of virtual learning as an educational alternative. Waters, Marzano, and McNulty’s (2003) leadership framework theory served as the additional supporting theoretical framework. The researcher interviewed six professional educators using a three-interview series to understand interpretation and meaning of their experiences implementing the GaVS program (Seidman, 2006). Data analysis utilizing memos, categorizing, connecting strategies, document analysis, and constant comparative method produced two main themes: expanding educational opportunities for students and integrating resources and support. Integrating resources and support included three sub-themes: school leadership and the GaVS program, virtual school counseling and technical support, and ensuring compliance of state virtual learning mandates and GaVS oversight. Based on the findings, the researcher recommended prospective rural school districts implementing a virtual learning program focus on program pre-planning, with special focus on employee training and the availability of technology required for an online learning platform. The greatest barrier for the participants was developing new leadership practices and school counseling practices to meet the new demands of virtual education.