At the onset of the COVID-19 pandemic, schools across the United States transitioned to some form of emergency remote instruction. Preliminary research suggests that special education services may have been disjointed and many caregivers assumed a primary role in service provision during emergency remote instruction. To extend this work with a particular focus on behavior intervention plans (BIPs), we conducted interviews with 25 caregivers to examine how BIPs were implemented during emergency remote instruction. Our findings suggest that BIP implementation did not occur or was limited, most BIPs did not reflect the new learning context, and caregivers experienced a myriad of challenges providing behavioral supports due to competing responsibilities and limited guidance from school personnel. We present important implications and future research directions for BIP implementation in response to emergency situations that require remote instruction.