Once schools reopened to face-to-face (F2F) instruction after the COVID-19 pandemic, the academic community once again physically connected to each other. This way, the second transition, returning to F2F instruction exposed the need for human reconnection (Mercer in ELT J 75:14–21, 2021; Pentón-Herrera et al. in Teacher well-being in English language teaching: An ecological approach. Routledge, 2023). This chapter aims to explore the experiences of thirty-four pre-service teachers in an ELT program in Mexico. The study was conducted as a qualitative explorative case study. Data was collected through a questionnaire and the participants’ reflective diaries. The results revealed that pre-service teachers had high expectations to go back into the classroom; additionally, the participants expressed their need for social and emotional support due to the experiences they had during and after the COVID-19 pandemic. Their experiences during the second transition had to do with self-awareness, the fragility of human nature, recognizing feelings and emotions, and the need for well-being and inclusion. Finally, the participants expressed that their experiences made them develop new skills and changed their views on themselves, education, and their future as ELT teachers in a changing and uncertain world.