Abstract: This study aimed to investigate experiences, challenges, and lessons learned as teaching and learning transitioned from face-to-face classrooms to alternative and mostly online settings at a large Midwestern university during and after a global health crisis. Adaptation to the changes, adoption of e-learning tools, best practices in teaching and learning, and shifts in thinking concerning online education were explored. Also, what this experience taught faculty about the inequities in teaching and learning was examined. To help answer the research questions posed in the study, quantitative and qualitative data were gathered, and the data were analyzed using mixed methods techniques. Results from the study help demonstrate teaching and learning needs and recommendations to help direct strategies and institutional policies for better preparation and support for serving online classrooms.