This critical reflection illuminates the planning, delivery, and evaluation of the 'pivots' an early childhood teacher preparation program made in response to the shift to virtual learning necessitated by the lock down measures prompted by the COVID-19 pandemic. The challenge was to shift two undergraduate courses from in person to a virtual format, including an in-person internship to an entirely virtual experience while maintaining a high-quality program which meets the certification requirements and professional standards. The process of moving the courses and internship to a virtual setting gave us the unique opportunity to step back and reflect on the essential conceptual knowledge and understandings necessary for teacher candidates to meet professional standards leading to certification and to becoming competent and caring professionals. Results of our critical reflection include lessons learned by the two instructors and department chair on the effective leveraging of technology to meet the challenges posed by COVID-19 leading to modifications to our program post pandemic.