Teaching pedagogical seminar courses require interactive, hands-on sessions. However, as schools across the United States pivoted online on very short notice amid the coronavirus disease 2019 pandemic, several adjustments had to be made, including to the delivery of lessons and forms of communication. In this article, I provide visual narratives of my experience teaching 12 preservice teachers at a liberal arts college in upstate New York. To reflect on my pedagogical moves, I employed the community of inquiry (CoI) framework, a social constructivist model for creating deep and meaningful learning in online and blended environments. Although this framework, which comprises three dimensions, teaching presence, social presence, and cognitive presence, was not developed for examining learning processes in pandemic times, it was helpful for thinking about my instructional approaches. Hence, the purpose of articulating my thoughts guided by CoI is to offer a reflective critique for thinking about reconstructing a pedagogy during a global crisis.