Based on a qualitative study of 19 new career and technical education (CTE) teachers' induction during COV=D we asked how did the new teachers work collaboratively and develop as a group with other teachers during the pandemic? Although teachers encountered challenges relatively consistent with prior studies (e. g., frustrated with decisions and policies, placed on the fringes of the school's operations) our findings reveal that induction challenges and effects became more pronounced as perceived non-core teachers, requests to remedy matters became more urgent, engagement with external networks became more distant and unprioritized, and the role of induction became even more significant than prior academic years. At the same time, CTE teachers recognized the equalizing effect between CTE and non-CTE teachers with online instruction and uncertainties caused by the pandemic. Implications for research and practice are discussed.