This collaborative self-study examines two-teacher educators' journey when they transferred their face-to-face curriculum into their synchronized online literacy classes using the same web-based tool, yet at different universities while teaching different classes. They explored the dual cognitive processes of subconscious engagement with self-conscious observation by noting how they fully engaged--forgetting the virtual space and technology, while seeking pedagogical equilibrium as they managed problematic situations with which they were confronted. In this, they noted the places they consciously watched, which led to them to experience pedagogical discontentment. Data sources included: (a) class session transcripts, (b) class observations (c) artifacts, and (d) researcher journals. Framed by the perspectives of cognitive constructivism, engagement, and multiple realities, the authors employed multiple qualitative analysis tools to analyze the data, identifying three findings of nuanced tensions in: (a) feedback, (b) relationships, and (c) attitude. In unpacking the nuances, the authors assert course content and technology did not bring about engagement. Rather, it was the pedagogy they applied, which made synchronous pedagogy comparable to the pedagogy of their face-to-face classrooms. As synchronous online education flourishes internationally, these findings showed it is important to accept the nuanced tensions to reach pedagogical equilibrium.