The focus on ‘lived-reality’ (as opposed to ‘reality’) is useful in order to be able to adequately address the dimension and impact of the atmospheric, which is an important facet of the constitution of lived realities in learning, education, and teaching—the learning atmosphere. The article is dedicated to learning atmospheres and the significance of these lifeworldly and lived-bodily modes of experience in educational and didactic practice. To which extent people directly experience spaces and atmospheres and are influenced by them becomes obvious, especially in times of pandemics. Learning atmospheres represent the experienced, pedagogical space, which is constituted by all offered, existing, and perceivable objects. The pandemic fundamentally limited the ways of experiencing space and shared presence. The alternation of face-to-face and digital teaching created multiple teaching realities. Elementary school teachers' experiences with these two realities were surveyed using an open-ended questionnaire. The evaluation shows some commonalities but also fundamental differences in the reality of face-to-face or digital learning atmospheres experienced by teachers.