The purpose of this research is to identify the lived experience of secondary school students of the challenges and benefits of virtual education during the Corona pandemic. This research was conducted with a qualitative approach and based on the phenomenology method. The research tool was an in-depth semi-structured interview with follow-up questions that continued until theoretical saturation was reached. Sampling was based on purposeful logic and in an accessible way from 18 male and female secondary school students, which was conducted in the academic year of 2019-2020 in Tehran. The Claysey method was used to analyze the interviews. Based on the findings, 14 main themes and 76 sub-themes were categorized in the two dimensions of benefits and challenges, which include various challenges such as the decline in the quality of learning, weak infrastructure, decline in fair evaluation, increase in conflict with the family, and damage to the developing relationship between the teacher and the student. , the lack of entertainment and gathering of friends, the occurrence of physical and mental symptoms, the lack of management in the use of mobile phones, and the lack of clarity of the boundary between the educational space and the family space. Also, some of the advantages of this educational method were reducing the possibility of getting infected with Corona, facilitating the passage, easy access to the educational space, improving the level of computer literacy and increasing cooperation with the family. Therefore, in spite of the advantages of this educational method, the related challenges took a greater share. Although it seems that through the promotion of quality interaction between the three dimensions of the educational system of students, family and school by educational officials and awareness to families, teachers and students, it is possible to take steps towards reducing the challenges in the virtual education method and making optimal use of this method.