This study is an interpretive phenomenological analysis (IPA) study on the education experiences of high school homeroom teachers who guided students in the context of the COVID-19 pandemic. The researchers analyzed the educational experiences of high school homeroom teachers in the dual structure of non-face-to-face remote classes and attendance class. Six current high school homeroom teachers teaching third year students participated in this study. Data were compiled through one-on-one in-depth interviews with research participants. The researchers used a semi-structured questionnaire. Data analysis was performed according to the Interpretive Phenomenological Analysis (IPA) process presented by Smith, Flowers, & Larkin (2009). The research results consisted of 9 themes and 23 sub-topics. Nine themes were constructed by considering the trends and patterns of research among sub-themes. The nine themes are as follows: The Difficulties in Forming Rapport and Complying with Quarantine Guidelines, Classes are held with the Feeling of being chased in the Power of the Parents' Eyes, Struggle amid Lack of ZOOM Class Skills, Decreased Opportunities to Establishing Rapport between Students and between Teachers and their Students, The Disappearance of the Regular Curriculum, The Heavy workload, The Cultivation of Independent Educational Capabilities Despite the Crisis, University Entrance Exam Preparation Guidance as a Separate Effort, Situational Flexible Class Guidance within a Limited Time. Based on the results of the study, the interaction of the research participants in online and face-to-face classes and the sense of calling as a teacher were discussed. Based on these discussions, a proposal was made for the post-new normal that can maintain the normality of education even in a disastrous situation.