In this article, three professors teaching a liberal arts curriculum reflect on the sudden move to virtual teaching during COVID-19. This initially disrupted the location-specific nature of their courses, taught in London to international students from around the world, but in the pedagogical disorientation came a new orientation. By offering personal reflections, the authors outline their errors and successes in continuing location-based education virtually. They argue that many of the adopted strategies enriched their teaching and are transferable to other forms of location-based education, such as study abroad. The innovations that were forced under COVID-19 will, they suggest, become permanent features within educational institutions and study abroad.