After the sudden shutdown of schools during the COVID-19 pandemic, schools were faced with providing online instruction for students. Some schools conducted teacher professional development and provided electronic devices to the students, while other districts lacked that capability. According to one study, schools that offered online learning during the pandemic provided a stable environment that reduced stress and uncertainty.Although there is a dearth of research about how to manage such a crisis, some parallels can be drawn from available information and applied to the current pandemic. The purpose of the present study was to determine what professional development and support were provided and how that impacted teachers' instructional delivery during the shutdown.In the present mixed methods study, public school teachers completed a Likert survey with an option for an open-ended comment after each question regarding teachers' perceptions of professional support from administration and perceptions of their own professional practice. Mean responses are displayed as descriptive statistics and sorted by geographic regions.