The start of the COVID-19 pandemic saw a change in the way chemistry education was delivered across the globe. As we emerge from the pandemic we can start to assess the medium to long-term impact it has had. In this study, we evaluated the teaching methods used by the UK Higher Education chemistry community over the past two years through the perspectives of students and instructors at UK institutions. We report how online and face-to-face teaching methods have evolved for both the teaching of chemical theory and practical work. We also present insights from instructors and students on how teaching through the pandemic has impacted their perception of students grades, knowledge, skills, and future plans.