Using inquiry as stance and narrative, the author describes, explores, and analyzes how the COVID-19 pandemic affected preservice school site observations and shaped her students' burgeoning knowledge of art curriculum, and acknowledges how the pandemic impacted her own pedagogy. The author draws from 18 preservice student observation reflections (180 reflection papers) and classroom discussions about remote art curriculum delivery, and describes how her program responded to the challenging new reality, as well as what can be learned about teacher adaptability. Preservice student observation narratives illuminate and reveal the heart of good pedagogy--the ability to pivot, embrace flexibility, and find hope when disillusionment threatens: lessons that mentor teachers instilled with grace and humility.