Space is the product of spatial and social relations (Massey 2005). Educators are constantly moving in and out of physical or virtual spaces in classrooms. In geography education particularly, space is integral to teaching and learning. For example, students situate spatial knowledge within social contexts to make sense of geographical concepts (Wee et al. 2013). Classrooms are also spaces where knowledge production and meaning-making occur. The COVID-19 pandemic has fundamentally altered these spaces and, in doing so, dramatically shifted how geography is taught and learned. This paper discusses how the Department of Geography & Environmental Sciences (GES) at the University of Colorado Denver (CU Denver) adapted to this new instructional landscape while validating the diverse realities that are faced in (and out of) online/remote classrooms.