The COVID-19 pandemic has precipitated an unprecedented and mandatory shift from face-to-face to online education. This has occurred in numerous contexts worldwide, including language education. Little research, however, has investigated language education under such conditions of emergency remote teaching (ERT). This article focuses on the transition experience of five English for Academic Purposes (EAP) teachers in geographically diverse contexts. Semi-structured interviews were used to collect verbal accounts of the teachers' experience transitioning to ERT. The accounts were analysed qualitatively to produce vignettes of each instructors' experience. Further analyses were made to identify similarities and differences across cases. Their experiences have implications for others facing similar challenges and for educators striving to readjust their teaching post-pandemic. Language teaching in ERT is inextricably intertwined with educational technology, and the pandemic and resulting ERT will shape language education for years to come.