In this study, the authors examined middle school mathematics teachers' perceptions of their instructional practices with students with disabilities (SWDs) during face-to-face instruction before the COVID-19 pandemic and eLearning during the pandemic. A survey explored teachers' use of research-supported practices and the challenges and supports that influenced teachers' instructional practice. Results showed teachers' reported classroom practices remained relatively consistent across both instructional modalities. Teachers also reported difficulties in providing accommodations and using small group instruction during eLearning. They noted barriers to eLearning related to student engagement and instructional planning and delivery. Finally, the study's findings, limitations, and implications for future research and pre-and in-service preparation are discussed.