The consequences and affordances of online teacher education remain understudied, even as it promises greater accessibility. The COVID-19-related pivot to emergency remote teaching offered a novel opportunity to study how practice-based teacher educators transitioned courses online. This multiple case study of six graduate student instructors examines the effects of transition on four pedagogies of practice-based teacher education. We discovered that: (1) representations; (2) approximations of practice could be adapted with minimal disruption. However: (3) enactments could be transitioned only with loss and cascading effects that impacted; (4) reflections on practice. These findings can promote teacher educators' awareness of how to create intentionally designed online practice-based teacher education courses. [This is the online version of an article published in "The New Educator."]