Objective: To describe and analyze how Extension nutrition educators in one state system transitioned from primarily face-to-face to virtual nutrition education programming.

Design: This exploratory case study gathered data through nutrition educator interviews, virtual program delivery guides, and nutrition educators’ program impact statements.

Setting: Southeastern State Extension system in late 2022.

Participants: The sample included 15 participant interviews, multiple virtual program delivery guides, and 43 program impact summaries.

Phenomenon of Interest: The use of Cultural Historical Activity Theory as a framework to explore educators’ learning process with virtual program delivery and how this learning influenced community nutrition program delivery choices.

Analysis: Qualitative data was analyzed with ATLAS.ti using a priori coding.

Results: Two key findings emerged from the data: educators were more likely to deliver programs in a virtual setting when the programs aligned with their values and skills, and educators preferred flexible program curricula and delivery guides because it allowed them to address their community’s specific needs.

Conclusions and Implications: Educators plan to continue to deliver certain community nutrition programs virtually. Future research is needed to explore additional perspectives on virtual delivery, such as program participants and state program managers.