The COVID-19 pandemic has brought the US public education system under great stress, resulting in quick, emergency changes. This stress has been particularly apparent in providing accommodations needed to Special Education (SPED) and English Learners (ELs). This paper reports on a qualitative narrative study based on interviews with K-12 educators from within the U.S. and abroad. Authors attended to the challenges that teachers have faced during remote instruction-highlighting teacher innovation and collaboration in providing SPED and EL accommodations during the pandemic. Despite unprecedented challenges at the state, district, and especially the family level, teachers worked together to generate strategic and creative solutions to reach out to students. Our research suggests that district, state, and federal decision makers would be wise to support teacher-led efforts to design adaptations that meet the needs of their circumstances, with greater consideration of the material and emotional support teachers will need.