This chapter traces the development and implementation of the authors’ pedagogical awareness during the SARS-CoV-2 pandemic that decimated the 2020–2021 academic year. They drew upon previous training and pillars from other emergency preparedness situations to navigate teaching in both the face-to-face and online classroom situations within a preservice science curriculum and instruction course. Here, the objects studied were the authors’ perceptions of their teaching and mentoring situations shared though vignettes. Rooted in natural occurrences rather than a controlled research setting, their stories of lived experience offer insight and contribute to understanding the ramifications resulting from emergency remote teaching and the broader pedagogical and structural implications when postsecondary instructors must navigate a rapidly changing pedagogical landscape and transform teaching practices. Both authors had over 20 years of teaching experience in both face-to-face and fully online modalities at the time of the study, yet there were learning curves to navigate. The chapter provides qualitative insight into the authors’ experiences throughout the academic year via narrative storytelling and self-study. Vignettes offer the reader a sense of transferability using the shared lessons learned while illustrating implications for students, instructors, and administrators. Recommendations for future consideration are included as emergency remote teaching is a tool within the pedagogical toolbox of the new educational normal as society moves into living with COVID and anticipated other disruptions to learning.