This case study explores how teacher education curriculum in a college in Israel responded to the COVID-19 outbreak. The article focuses on the clinical component of the preservice curriculum (practice teaching and methods courses). It reveals that curriculum became malleable in two major ways: there was (1) a shift to learner-centered well-being and social emotional learning (SEL); and (2) an adaptation of teaching methods. The COVID-19 shutdown imposed a restructuring of the content, sequence, and scope of the curriculum. While certain topics were omitted or reduced in scope, others--especially those related to digital instruction--were introduced or expanded. Pedagogy instructors also began to attend to their students' well-being by introducing SEL contents and activities. This response during challenging times revealed teacher educators' adaptability, resilience, and agency. The COVID-19 breakout transformed the curriculum from a traditional pre-planned and structured syllabus to one that is more responsive, dynamic, and malleable.