This article describes how three higher education literacy faculty shifted their traditional face-to-face instruction to a combined synchronous and asynchronous delivery in response to the COVID-19 Pandemic and subsequent closure of the university. Faculty share specific lessons that were learned over the first year of the pandemic, and how these lessons guided the redesign and delivery of assignments and activities for required literacy courses in the early childhood and elementary teacher preparation programs. Faculty recognized the great need for resources, both external and internal, in order for them to grow and mature as they entered into the virtual teaching environment.