This article reports on teachers' experience of working during the COVID-19 pandemic. The analysis is based on a thematic analysis of group interviews with 76 teachers working throughout the Swedish school system, i.e., preschools, primary, secondary school, and municipal adult education. The interviews were conducted during autumn 2021. Conceptualizing teaching and working during the pandemic as a breakdown of infrastructures, the article focuses on how teachers talk about changes in institutional, social, technological, and pedagogical aspects of teaching and learning. The results show that changes in institutional aspects mainly concern teachers' communication with colleagues, custodians, and school leadership. Social and pedagogical aspects are emphasized, while technological aspects are not as prominent in the teachers' accounts. Commonly taken-for-granted aspects are brought to the fore, and their importance for teaching and learning has implications for the new normal and for what is of importance when creating future infrastructures for teaching and learning.