The COVID-19 pandemic began in the late months of 2019, and by the spring of 2020, to limit transmission of the virus, schools across the globe closed and transitioned to emergency online teaching. While the move to online teaching and learning was inevitable, many learners, especially in rural and remote areas, found that online schooling had particular challenges due to lack of access, lack of resources, lack of infrastructure, unavailability of devices, and a lack of qualified teachers who can assist with online learning. To transition to online teaching, teachers, too, had to adjust their instructional strategies and pedagogies. This study explores rural elementary teachers' (who taught online during the COVID-19 pandemic) experiences while teaching online, the challenges they faced, and their perspectives on how the students navigated this sudden online distance learning. This study employs the lens of a digital divide to understand teachers' experiences of "online remote teaching."