This article draws on a qualitative study of insights and reflections from the COVID-19 pandemic completed for a master's thesis. It centred on the experiences of seven English for Speakers of Other Languages (ESOL) practitioners in Ireland, considering the practical ways they responded to the public health measures, but also how they felt, how far they were supported and who they collaborated with. These personal stories are set within the broader context of Ireland's publicly funded ESOL provision, which has experienced significant growth in recent years yet been subject to relatively little research or distinct public policy attention, especially when compared with the much more high-profile and cross-government Adult Literacy for Life (ALL) strategy.