The spread of COVID-19 pandemic swept the globe with incendiary events that transformed not only economies and health, but also education at all levels, in all nations, and to all people . The effects on primary, secondary, and higher education were swift, leaving higher education institutions to fend for themselves . In the United States, the delivery of knowledge in a traditional classroom setting changed to exclusively online teaching overnight . This article presents how one California liberal arts college and its graduate teacher education programme prepared its faculty for this significant transition for a different educational setting and teaching methodologies in response to COVID-19 . Faculty were resilient to the changes in teaching delivery models of remote/online education that were imminent . The data yielded five themes: Technology-Based Instructional Strategies; Technology-Based Support Office Consultation; Alternative Technology-Based Course Assessments; Feedback for Learning and Teaching Improvement; and Social-Emotional Engagement in Courses, and Support of Clinical Placement that were found to be essential to transitioning to remote/online teaching.