Purpose: The pandemic has presented many new challenges tasking teachers with meeting the various social-emotional, academic and logistical needs of students in the midst of an ever-changing landscape. The onset of COVID-19 has drastically impacted schools and inevitably raised questions about nearly all aspects of teaching including but not limited to: how to deliver instruction, grade students, engage students, deliver materials to students, create equitable access to curriculum and assess students' mental and social health in the context of remote, hybrid and in-person instructional models. As such, this paper examines the role that the pandemic plays in deeply complexifying the already intricate decision-making processes that teachers undergo on a daily basis. Design/methodology/approach: This study uses a participant research design (Wagner, 1993) to conduct a ground-level analysis of what two high school English Language arts teachers consider as they adapt curriculum and instruction during the COVID-19 pandemic. Findings This study set out to fulfill two aims: (1) to examine teacher considerations during the process of adapting curriculum and instruction; and (2) to document the challenges and opportunities teachers face during this process. Findings related to the first aim revolve around teacher considerations of dilemmas such as: individual conferences vs whole class curriculum progress, depth vs breadth in relation to academic progress, social emotional concerns for student well-being vs curricular progress, creating meaningful learning activities and assessments vs COVID-19 limitations, and flexibility and accountability. In addition to navigating these dilemmas, the extreme uncertainty of the situation also prompted findings related to the second aim: opportunities to experiment with new curricular ideas and the challenge of traversing a wide range of teacher emotions. Originality/value: This paper's qualitative research design that draws on my identities of classroom teacher and doctoral student to provide an original perspective into what teachers experienced in terms of adapting curriculum and instruction during an unprecedented time. While much research, news and media, and policy has discussed the pandemic's impact on education, there is an urgent need for more teacher voices to inform understanding of what occurs on the ground level of classrooms.