One of the most pervasive ways the inquiry movement has needed to be reshaped since its inception is as a mechanism to respond to a global pandemic. As COVID-19 necessitated an abrupt transition to remote delivery of instruction, teachers needed a powerful form of professional learning to understand and respond with changes to serve their students during this challenging time. At P. K. Yonge Developmental Research School, a K-12 school, the leadership team designed a Canvas website devoted to teacher inquiry, enabling teachers to share experiences, collaborate, and address issues regarding the abrupt transition to emergency remote instruction. In this issue, five pandemic inquiry teams present their reflective essays, to describe their collaborations to re-imagine classroom communities; empower students to express their views of the pandemic; re-construct curricula to capture essential learnings; modify for struggling students, and bridge the opportunity gap for students of color.