In response to the COVID-19 outbreak, households around the world experienced a surge in remote learning and teaching. However, as many teachers and students can attest, online education was not initiated by the pandemic. Online programs had already become well established over the past few decades--in higher education (Moore, Dickson-Deane, and Galyen 2011), alternative access schools and online classes in public-school settings (Turley and Graham 2019; Sanders and Lokey-Vega 2020), and synchronous tutoring at all levels (Herrera Bohórquez, Largo Rodríguez, and Viáfara González 2019). In particular, the demand for online English tutors and teachers has soared as the number of English speakers around the world increased to nearly two billion (British Council 2013). The intention with this article is to narrate the path of two higher-education professors' pivots in their own teaching to support in-service and licensure-candidate teachers in the midst of the pandemic. Because of the narrative nature of online course design (Dickerson 2017) that was utilized, the authors chose to write this paper in first person in keeping with this narrative style. First, Elena King outlines the framework used to design an "Online Pedagogy in Teaching English to Speakers of Other Languages (TESOL)" course. Then they discuss the collaboration initiated and the reflection performed surrounding multiculturalism within technology and equity, as Molly Riddle transitioned from a traditional post-baccalaureate "technology and assessment" course to one focused on preparing teachers for teaching solely, and equitably, online. They clarify with examples of how to use the Technological Pedagogical Content Knowledge (TPCK) framework and notions of equitable digital access to create an exchange of ideas to enhance learning. They conclude with four takeaways that we hope will guide teacher educators, as well as their current and future teaching force, as they navigate technology both in the classroom and as the classroom.