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AbstractIn this convergent-parallel mixed-methods study, we explored the effect that teaching remotely during the first months of the pandemic had on teachers’ TPACK and how teachers leveraged their new and existing knowledge to facilitate remote instruction. Survey results indicated that teachers’ self-reported knowledge decreased across multiple TPACK subdomains, which is likely an indicator of teachers’ recalibration of their knowledge as they experienced a new instructional context. Findings from semi-structured interviews indicated that although instruction narrowed at times when teachers struggled to enact their knowledge in less-than-ideal circumstances, teachers were often able to successfully facilitate remote instruction.