In March 2020, schools across the country were forced almost overnight to shut their doors in an urgent effort to slow the spread of the deadly Coronavirus (Covid-19). Within weeks or even days, teachers scrambled to move their classes online, and schools rushed to ensure that students had Internet access and computers. For this May/June issue of "Social Education," the "Social Education" Staff reached out to several social studies educators via e-mail and asked them about this sudden change from classroom to distance learning. Questions included: (1) How would you describe your transition to remote teaching so far? (2) Do your students seem to be adapting? (3) Are you encountering equity issues because some students are not able to participate online? (4) What arrangements have been made for students who were not able to participate online? (5) Have you and your teaching colleagues shared ideas for teaching remotely? (6) What teaching strategies have you found most effective? (7) What are the biggest challenges that you have encountered in teaching remotely? (8) Do you find that teaching online has any advantages over regular classroom teaching? (9) What do you miss most about not being in a regular classroom? and (10) What are your plans for assessing student learning? This article provides the educators' responses. [This article was prepared by the "Social Education" Staff.]