An unprecedented pandemic caused higher education and P-12 educators reimagining their definition of a classroom, however, it did not change the definition of “Good Teaching”. Undoubtedly, moving a course that was designed for face to face and hybrid delivery to a fully online “remote teaching” environment posed certain challenges. Higher education and P-12 educators were posed with questions such as how to clearly communicate to students on how they are expected to interact with new course materials or new modes of communication, instruction, and delivery. Some aspects of face-to face and hybrid courses may have remained unchanged; however, others had to be adjusted to accommodate the new ways in which students interacted with the instructor, the course materials, and with each other. The researchers investigated, examined, and implemented good practices in remote teaching and learning, and time-tested strategies. Successful remote teaching depends heavily on instructional design that orchestrates compelling, authentic learning experiences using an intentional selection of technology platforms and applications. Although there are inherent challenges to remote learning, educators can use the pandemic's unprecedented scenario as an opportunity to learn how to use tools to develop students' autonomy, build relevant 21^st century skills, promote professional learning communities (PLCs), and to foster student creativity with technology. Even though it might not be possible to fully replicate the face-to-face and hybrid learning experiences, with a strategic plan in place, we can continue to create a structured, engaging, rigorous, community-oriented learning experience when teaching remotely using specific strategies and resources.