This paper describes a collaborative project between a district curriculum specialist and university-based researchers to provide on-going support to social studies teachers as they transitioned to digital learning during the Covid-19 pandemic. We developed an asynchronous, on-line and self-guided professional learning project to support teachers at each stage of designing a C3 inquiry. Early results suggest the combination of scaffolding through the digital project as well as 1:1 communication with teachers provided the necessary support to help teachers navigate the instructional shifts associated with inquiry-based instruction.