During the COVID-19 pandemic, many universities transitioned to remote instruction, which has potential to both increase access and exacerbate disparities faced by students in higher education. This exploratory study examined barriers faced by students in kinesiology and sport management classes (n = 104), and faculty behaviors that aided and harmed students' ability to succeed. Results suggest two broad categories of barriers: household difficulties (e.g., job loss, illness) and technology access (e.g., internet access, sharing devices). Faculty strategies for success were nuanced, with students indicating a preference for both consistency and flexibility. Given the ongoing nature of the pandemic and likely permanence of online education, strategies and implications for educators are discussed.