The COVID-19 pandemic, and the emergency pivot to online learning that this health crisis prompted, has inevitably impacted teaching and learning across all study disciplines in higher education. This article presents a case study conducted by tertiary visual arts educators who shifted their social constructivist teaching methods from the face-to-face classroom to the online setting during the first wave of the pandemic in Australia. In exploring the challenges and opportunities posed by this transition, this article outlines the affordances and limitations of the digital learning tools employed by the teaching staff within a pilot study. The success of this pilot was measured through data analytics, student surveys, and teacher observations and reflections. Based on the findings, the researchers propose several ways visual arts education can be adapted online, while still maintaining the integrity of the discipline and its concomitant pedagogies.