This article surfaces the functions, possibilities, and problems that emerged during the triple pandemic for a public school teacher in an urban school. The author weaves research, narrative, autoethnographic excerpts and timeline to represent the imagined and unimagined spaces that she and her students occupied from 2019 to 2020. How the teacher and students occupied and narrated those spaces tells a story that can be compared and contrasted with the dominant narrative of "pandemic learning loss" found in media and public discourse. These moments highlight two lines of inquiry: What imagined and unimagined spaces emerged as a result of large scale disruption? And what conditions, dispositions, and resources are needed from public education for our interdependent, unimagined future? The conclusion suggests that due to perceptual and holographic variations between stakeholders, the way forward will require collaborative effort.