P. K. Yonge Development Research School (PKY) is a single-school, K-12, public school district and "Virtually PKY" is the name of our efforts during emergency remote teaching necessitated by COVID-19. Our ability to plan and execute "Virtually PKY" was predicated on years of district-wide leadership and professional learning focused on blended learning and related concepts such as interactions and on efforts to transition to a 1:1 environment. This article shares how we transitioned to "Virtually PKY" and provides examples of how teachers are prioritizing connections and interactions during emergency remote teaching. In particular, we share examples of student-to-student, student-to-teacher, student-to-content and district-family interactions in elementary, middle and high school grades. We conclude with three implications of our work for inservice and preservice teacher educators working to improve virtual efforts now and in the future related to: (1) blended learning, (2) interactions, and (3) teacher inquiry.