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The Covid 19 pandemic was declared at the very beginning of the summer term of 2020 and left online classes as practically only possibility to ensure the continuity of classes. In those completely uncertain circumstances and in a very short period of time, the faculties had to make decisions that would ensure a quick, accessible and as simple as possible solution to continue the classes in the summer term. At the Zagreb University of Applied Sciences (TVZ), online classes began within a week of the declaration of the Covid 19 pandemic. The decision makers at that moment primarily thought about what digital technologies were presently available to them and how students would adapt, while they paid much less attention to how it would affect the teachers who had to implement their decisions. The speed of adaptation of online teaching at each individual faculty, including at TVZ, primarily depended on the level of implementation of digital technologies already adopted in the existing teaching processes, but also on how convinced its teachers were that the pandemic would be short and temporary, or a long-term situation in which they would have to continue all their activities. That's why it was interesting to check how the teachers at TVZ managed in that extraordinary situation. The research was based on a WEB survey with a sample of teachers who represent all TVZ studies and all natural, technical, and social subjects conducted in each study program. The survey questions were divided into several shorter thematic units, which were intended to investigate teachers' attitudes related to the perception of the quality of online classes, their teaching load, experienced social-psychological aspects during online classes, and desirable forms of institutional support. The obtained results show that in each of these situations, the teachers tried to find optimal ways to successfully end the term and to create new evaluation rules that would ensure an objective assessment of the learning outcomes achieved by their students. Most teachers believed that the pandemic would end by the beginning of the next academic year, and that classes would then continue "as before", but as in any crisis, there were also those who were aware of the possibility that the pandemic would last longer and who did their best to adapt to the new conditions of teaching. The most important challenges faced by TVZ teachers were the increased workload in preparing and holding online classes, the lack of digital competences, the uncertainty of the quality of online classes, especially during practical classes and laboratory exercises, and determining a fair method of assessment. No less important challenges for teachers on TVZ were further development of their digital competences, as well as the feeling of a lack of institutional support during online classes. In addition to all that, for most teachers online teaching resulted in an imbalance between private and professional life. Now, at a time when the Covid-19 pandemic is no longer the main reason for having online classes, faculty administration and their teachers should continue to improve their digital competences, introduce new digital tools in F2F classes, while trying to ensure regular contact with their students, fellow teachers, and all other participants in higher education.