This narrative self-study explores an elementary school teacher's curriculum-making during a critical incident in their career (March 2020-May 2020 and August 2020-December 2020) teaching during the COVID-19 pandemic. Using narrative inquiry and memory-work, I consider the tensions within curricular forces and identity and the ways in which my personal practical knowledge as a gamer helped mediate these tensions. This mediation was partly carried out through my use of "Minecraft" and reframing my experience through the lens of a "Let's Player" (a host of collaborative videos depicting playthrough of a video game posted to platforms such as YouTube). Through narrative texts and visual teaching artifacts and personal artifacts, I examine the data and the ways in which they reflect my engagement with the competing curricular and identity forces. In interrogating these data, an emerging metaphor--"Curriculum-Makers as Let's Players"--surfaces, providing insight into, making sense of, and suggesting ways in which my professional practice has evolved since the critical incident. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]