This case study explores the unique challenges of conducting participatory action research during the COVID-19 pandemic by a team of researchers consisting of teachers, a teacher educator, and university professors. The purpose of the original research on which this case study is based was to strengthen the partnership between English as an additional language (EAL) parents and their children's teachers so that schools can better support the academic success of EAL students. The research was designed to critically analyze the discourses and communication patterns in three-way conferences (parent--teacher and student interviews) through observations and follow-up focus group interviews with EAL parents and their children as well as interviews with the children's teachers. Because of various pandemic-related challenges and constraints, however, data collection was limited to qualitative interviews with eight teachers conducted virtually. I discuss practical challenges, such as recruiting participants and insufficient time for research training and communication among team members, as well as the importance of shared understanding of what it means to conduct participatory action research for all team members at the time of swiftly adapting to change in research design and implementation. [This content is provided in the format of an e-book.]