As schools expand access to technology devices and internet connectivity improves throughout the United States, educators can utilize technology for continuity of instruction during school disruptions (e.g., out-of-school suspension, catastrophes, disasters, or illnesses). Remote learning provides students with instruction outside of the physical school setting or outside of the student's typical classroom (e.g., in-school suspension). Because most guidance and existing instructional practices for remote learning focus on academic domains and face-to-face instruction, this article focuses specifically on leveraging technology for remote learning to support four social, emotional, and behavioral practices: (a) building relationships, (b) establishing expectations, (c) promoting engagement, and (d) making choices. Options are provided for remote instructional practices for synchronous, asynchronous, and hybrid modalities.