COVID-19 wreaked havoc on the U.S. educational system during the 2020 spring semester. Schools were closed, teachers and students had to learn and navigate a new system of virtual learning; and parents were suddenly primary facilitators in the teaching-and-learning process. All teachers worked to create a milieu for learning in which they motivated students, met state standards, and taught students to navigate virtual learning platforms. However, special education (SPED) teachers had the increased responsibility of meeting all the requirements delineated in each students' individualized education plan (i.e., goals, objectives/benchmarks. accommodations, etc.). This article provides findings from a quasiqualitative study regarding parental perspectives of how SPED services were provided to their children during this critical time. Interview responses were categorized, triangulated, and summarized into three primary themes. Further, their answers rendered three recommendations for future research.