During the final week of winter quarter, the University of California, Irvine announced all exams would be online and the following quarter would be delivered remotely. This necessitated a course-wide common final with over 2000 students scheduled to be moved online. For the following quarter, the move to remote instruction included three different general chemistry courses, seven sections, 1968 students, and six different instructors. A professor of teaching, who had previously designed and instructed online courses, was dedicated to assist with course design, technical issues, and course policy consistency. Instructors chose a degree of support and autonomy that fit their interests, goals, and time constraints. Using previously designed course materials and a dedicated support system allowed for the implementation of best practices even under intense time pressure. Technical solutions to proctored exams and course content accountability were used. Though student perceptions varied, given the constraints due to the global pandemic as well as social unrest, the implementation was largely considered a success.