Purpose: When the emergency transition started in the spring of 2020 in the USA, teachers had to quickly switch from traditional in-person teaching to distance and remote teaching, regardless of their level of preparation. The distance and remote learning environments and contexts were different from traditional classrooms, which significantly changed the way teachers communicated and engaged with students in learning. The purpose of this study was to explore the workplace learning experience of K-12 educators during their work transition due to the COVID-19 pandemic in the USA. Design/methodology/approach: In total, 30 qualitative, in-depth, semi-structured, one-on-one interviews were conducted with K-12 educators in Arkansas in the USA and synthesized their experiences. Findings: This study identified four major themes in the workplace learning experiences of K-12 teachers during the COVID-19 pandemic: major challenges in workplace learning, including limited time, information overload, lack of relevance and customization and balancing priorities; challenges specific to different subgroups, such as age differences, prior experience and access to technology; strategies of workplace learning, notably collaborative learning, on-the-job training and professional development; and support for workplace learning, encompassing both formal support from schools and districts and informal support from family, friends and peers. Originality/value: The paper provides original insights into K-12 teachers' workplace learning during the COVID-19 pandemic by understanding their adaptation strategies. It fills a research gap by highlighting both the challenges and support mechanisms in educational transitions during a crisis.