One university physical education teacher education (PETE) program's curricular modifications were examined following a sudden shift to online classes, brought about by the COVID-19 pandemic. Perceptions of these modifications were investigated, as well. Eight members of a PETE community participated in semi-structured interviews. This included university faculty, students and cooperating teachers. Questions centered around their processes of and experiences with online learning in PETE. Interview data underwent thematic analysis, with Kolb's (1984) theory of experiential learning and Ravitch's (2020) flux pedagogy serving as the frameworks through which participant responses were contextualized. This study found that the university conducted synchronous online classes and required university students to create instructional videos as a means to simulate field experiences. Benefits of these modifications included: an innovative pedagogical skill and increased communication within the local physical education community. Concerns included: the students' lack of experiential education and their diminished ability to foster relationships. The findings of this study are intended to contribute to a broader, essential conversation regarding what the future on online PETE will look like.