This paper shares the findings of a non-experimental quantitative case study done in a rural central Illinois K-8 school district. The study focused on the delivery of student social and emotional learning during the COVID-19 pandemic and how educators were able to still design equitable learning opportunities for students through their social and emotional learning program even though the delivery model had to be changed overnight from in-person to remote learning. All staff were asked to complete an online survey asking about their growth in the use of 28 best practice instructional strategies that could be used for the remote delivery of student social and emotional learning. These strategies were also aligned to the five core student social and emotional competency areas as outlined by the Collaborative for Academic, Social, and Emotional Learning's competency-based conceptual framework. While the staff survey also asked them to self-report their current feelings, their current self-care strategies, and their current perceived level of certain social and emotional learning competencies, the findings reported in this paper focus only on the self-reported staff growth in the use of each of the 28 instructional strategies. The data shows that staff self-reported growth in 21 of the 28 strategies. The results of this study are important because they offer an understanding as to how educators are able to continue to provide equitable learning opportunities for success for all students through the remote delivery of social and emotional learning.