When the world abruptly halted in the midst of the COVID-19 crisis, stakeholders of K-12 education sought ways to directly serve teachers, parents, and children socially, emotionally, and academically "at a distance." Elementary preservice teachers (PSTs) immediately experienced the direct and indirect impacts of the crisis as they were required to leave teaching internships needed for graduation and teacher licensing. This paper puts forth the rapid conceptualization and implementation of a Virtual Tutoring Program by PSTs and teacher educators who used technology to support learners in critical need at a local elementary school. We describe our problems of practice, the process of collaboratively designing the program, key strategies for implementation, and early results reported from teacher candidates that provide implications for teacher educators.