The purpose of this mixed-methods study was to explore the perceptions of secondary-school band teachers as they moved to virtual formats with their students. The study was designed to fill a gap in the literature, as little research has been done on the subject of distance learning and music. As teachers reflect on their pandemic-closed schools, what are their perspectives on the distance-learning process? What do they perceive to be the best practices for virtual instruction? To find answers, this study was guided by the following questions: Do secondary band teachers believe distanced music education can maintain institutional quality and validity? What factors do they believe improve the outcomes of distance applied-music lessons? A parallel mixed-model cross-sectional survey containing a researcher-designed questionnaire was anonymously administered online via Qualtrics to 80 Texas band directors. The data was quantitatively analyzed using Minitab statistical software and qualitatively coded for themes. It emerged that participants felt they were not given training, did not have defined responsibilities, and were not provided clear expectations about teaching band remotely. Feeling unsupported by their administration, they turned to their colleagues, collaborating to learn how to successfully teach music virtually. Participants had largely negative perceptions of distance learning in band, reporting that technical limitations and difficulty playing in ensemble were difficult challenges to meet; in addition, they saw the loss of contact with students as the most negative aspect of switching away from in-person teaching. This study suggests that in its present form, online band instruction is a contradiction in terms (Keegan, 1996).