This paper examines the experiences of 18 teachers in Wisconsin during the COVID-19 pandemic to address two questions: (1) What do teaching conditions look like during the COVID-19 pandemic? (2) How have educators adapted during the COVID-19 pandemic? This research offers a snapshot of the varied delivery models, safety and mitigation practices, and expectations of eleven school districts in suburban, urban, and rural Wisconsin. It examines the ways teachers adapted their practice to meet the challenging demands of the moment. The implications of this research include the need to advocate for better COVID-19 teaching conditions for all, acknowledge the resilience and adaptability of teachers, and develop teacher agency.