With educators facing conditions never seen before, Student Achievement Partners wanted to better understand what was happening on the ground -- the triumphs, needs, opportunities, and concerns of teachers trying to navigate instruction during the pandemic. A sample of more than 400 survey responses received in March and April 2020, which include the comments in this article, tell the story. Looking at the survey results, educators' realities varied dramatically, ranging from districts that were able to get all students online and switch to online learning models within just a few weeks to others that gave almost no guidance to their teachers. Yet there were many commonalities among the educators surveyed. Some of the trends included: (1) educators were primarily responsible for designing lessons; (2) most educators stopped using existing curricular programs; (3) student internet access was inconsistent; (4) districts were divided over whether to continue with new instruction; and (5) professional learning capacity grew. As the findings were reviewed, it was surprising that, with all of the added responsibility and challenges of switching to remote learning models, most educators shared an appetite, even an increased appetite, for professional learning. As the educators surveyed voiced concerns and specific questions, it quickly became clear why there was so much interest in professional learning: Teachers had new learning needs.