This study investigates the effect of the COVID-19 pandemic on teacher self-efficacy with delivering design-based learning to elementary students in online or blended settings. This study also identifies what resources and supports teachers need to engage elementary students in design-based learning in online or blended settings. The population for this study was elementary teachers teaching STEM content and included a sample of four elementary STEM teachers from rural and suburban communities. Each participating teacher completed a semi-structured interview consisting of queries targeting both research questions within the study. The results of the qualitative analysis revealed a temporary decrease in teachers’ self-efficacy at the beginning of the shift to a virtual environment. A lack of student access to resources at home, the teachers’ lack of control and support for the student in a synchronous manner, and a shift in priorities for STEM education contributed to the temporary decrease in the teachers’ self-efficacy. To remediate this, teachers reported condensing activities and the Engineering Design Process. They cited fellow educator support, previous coursework, additional time, and access to teacher resources as supports that would be beneficial in the current environment.