In times of crises, educational developers (EDs) work to ameliorate the teaching- and learning-related impacts caused by campus-wide disruptions such as health-related emergencies, mass shootings, and environmental disasters. These incidents may impact the personal-psychological factors and processes of EDs that, in turn, influence their engagement with team members and faculty. Given the vital role EDs play in improving faculty teaching and student learning across higher education (Dawson et al., 2010; Grupp, 2014; Schroeder et al., 2010), understanding the impacts of campus-wide disruptions on their functioning is critical. The present, novel study uses a psychological-phenomenological methodology and the Dynamic Systems Model of Role Identity (DSMRI; Kaplan & Garner, 2017) as a guiding theoretical framework to examine how a major disruption impacted the sense of self and engagement of EDs (n = 6) who hold different specialties (i.e., pedagogy or educational technology) and work in an educational development center housed within a large research institution. Participants completed three, open-ended survey questionnaires focused on their perceptions and actions before and during the COVID-19 disruption to institutional operation. Using the DSMRI "Analysis Guide and Codebook" (Kaplan & Garner, n.d.), five themes emerged from the data. These themes were used to address primary research questions and inform future directions and implications for theory, research, and practice.