Learners and faculty across three cohorts in a Master's of Medical Education program engaged in a structured reflection process to understand how they experienced the divergent educational approaches that resulted from COVID19. These experiences included in-person, emergency remote (hybrid), and virtual. We utilized the Describe, Examine, and Articulate Learning (DEAL) model to guide the learners' reflection processes and our analysis. We summarize the reflections, review emerging themes, and highlight key lessons learned. [For the full proceedings, see ED648717.]