The current study investigated the experiences of in-service teachers' at Fiji National University (FNU) during the second phase of the COVID-19 pandemic. The research aimed to contribute to the evidence base of factors affecting the effectiveness of online learning for in-service teacher education in Fiji and identify strategies for improving student experiences in Fiji and similar contexts. The study involved an online questionnaire administered to 97 in-service teachers at FNU and a follow-up one-on-one interview with six questionnaire participants. The paper is structured into three sections: outlining the literature, context and methods used to gather the data; presentation of the results about online learning experiences of inservice teachers during the COVID-19 pandemic; discussion of the challenges faced by the in-service teachers in adapting to the online learning process during the COVID-19 pandemic. The main findings indicate that the FNU in-service teachers faced challenges in transitioning from face-to-face to online instruction, but, for at least some, the transition also brought benefits. The four main challenges included poor connectivity issues, unavailability of devices, inadequate technological skills and the demands of multiple roles. The benefits of online learning comprised improving students' technical skills, upskilling higher education staff and systems, staying connected during tough times, saving money and time, flexibility and convenience. The study reveals that adaptation should focus on improving the courses and accommodating the digital gap among in-service teachers by providing mobile-friendly, synchronous and asynchronous activities.