The purpose of my study was to explore the instructional transitions from in-person to online by counselor education faculty due to COVID-19. Through a transcendental phenomenological approach (Moustakas, 1994), eight counselor educator participants were interviewed via a semi-structured format. All interviews took place online via Zoom, were recorded, transcribed, then analyzed. Transcriptions, after horizonalization, were texturally and structurally described. Those descriptions led to a composite analysis of six themes: (1) communication; (2) technology; (3) COVID-19 as catalyst; (4) dialectic tensions (5) gratitude; and (6) flexibility. Each theme was discussed. Implications, suggestions for further research, and limitations were made. Counseling education has an opportunity to continue decolonizing classrooms, enhancing student and faculty support and learning, and offering more flexibility of classroom technology with enhanced communication. [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.]