The report summarizes the findings of a mixed methods study of teachers’ experiences transitioning from face-to-face to emergency distance learning during the COVID-19 pandemic school closures in Ontario Canada. Teachers were surveyed in May/June 2020 (n = 764) and then fifty were interviewed in June/July/August 2020. Findings suggest that the biggest consequence of the shift to emergency distance learning, for both teachers and students, was a disruption in established relationships. The report contains descriptions of how teachers handled the transition, professional development, assessment, student engagement, parents and parenting. Recommendations for future emergency situations are provided.