This study uses the phenomenological approach to qualitative research to explore the COVID-19 distance learning experiences of educators who served students with varying digital access and efficacy. The researchers analyzed survey data collected from 13 educators that was used to guide a focus group discussion with 11 educators. The participants reported that although their students experienced inequities in both digital access and digital efficacy, there was a greater issue with access to technology. The study also found that educators dealt with digital inequities by putting in extra work and shifting their mindsets. Educators also reported a desire to maintain the reforms that helped their students.