The purpose of this study was to analyze what kind of difficulties and issues were experienced by instructors in lifelong education institutions who experienced a gap in classes and difficulties in life due to COVID-19 when suddenly faced with online class situations. To fulfill this purpose, five instructors from the G lifelong education institution located in Chungnam were recommended by the institution and interviewed. As a result of the analysis, it was found that the instructors made efforts to identify the learner on his/her own and create a class environment, because the class preparation process was entrusted to each instructor. The course execution process was shown to be one in which the instructor communicated with the learner and made efforts to increase the level of immersion in the class. In particular, it was confirmed that, despite the unfamiliar and highly nervous online class environment, efforts were made not to turn the learner into a spectator. During the class evaluation process, feedback on educational activities was found to have decreased compared to face-to-face classes, and consequently, did not produce concrete information for achievement assessment. Based on these analysis results, the improvement tasks included support for instructors to re-design classes in appropriate formats for online classes, support for instructors' online class capabilities, and support for developmental evaluation in an online environment.