There is an overwhelming consensus that sustained opportunities for teachers' professional learning is critical for student success, but due to the COVID-19 pandemic, the nature, substance, and format of K-12 teachers' opportunities for professional learning necessarily shifted. District administrators, focused on maintaining the safest possible learning environment, responded to local health considerations and policies and made decisions about district-provided professional development. These decisions had far-reaching effects, and through this qualitative case study research we sought to better understand how high school physics teachers' perceptions of administrative support during COVID-19 impacted their opportunities for professional learning. We analyzed interviews with four veteran physics teachers and found that all four were able to succinctly name the problems they faced during the 2020-2021 school year, but the ways in which they felt supported by administrators to address their problems was varied, yet impactful. The four cases we present serve as reminders that: (1) teachers are acutely aware of their own needs; (2) teachers can serve as resources within their district; and (3) developing and maintaining a positive framing for continued professional learning encourages a culture of instructional excellence.