Although comprehensive digitalization (e.g., the provision of skills and resources) had already been placed on Austria’s education policy agenda prior to the emergence of COVID-19, there is evidence that educators had some difficulty ensuring digital learning opportunities for their students when schools closed in early 2020. Against this backdrop, the present study, which drew on qualitative data from the large-scale INCL-LEA (Inclusive Home Learning) study, aimed to determine whether secondary school teachers (n = 17) from Viennese schools met the prerequisites for successfully implementing digital instruction, formulated in the Will–Skill–Tool model developed by Christensen and Kzenek (2008). Findings reveal that teachers primarily associated their sufficient digital skills with three factors: (1) basic interest and competence, (2) recently attended training, and/or (3) a positive attitude toward changing teaching practices. Interestingly, some educators recognized that digitization offers great potential for implementing individualized teaching approaches. However, the findings point to the didactic necessity of digital socialization in terms of social communication and inclusion when establishing emergency digital education.