Questioning what knowledge is of most worth in the early weeks of North America's COVID-19 crisis, this article begins to reimagine the possibilities of curriculum in such unprecedented times. It reflects on the author's experiences as a doctoral student to unveil the capacity of a curriculum that emphasizes compassion, community, and relational accountability. It then draws upon Indigenous, ecological, and postmodern curriculum theories to negotiate what an educational response could look like if curriculum approaches focused on holistically nourishing the learner spirit, connectedness, and creating a sense of wonder. The title refers to the current COVID-19 pandemic that requires an immediate re-conception of curriculum as the world rapidly shifts. While also nodding to concerns about internalizing "curriculum" as a mastery of outcomes instead of a consideration of lived educational experiences, this article extends an invitation to imagine the possibilities of a curriculum responsive to the ever-changing complexities of life lived.