In response to the COVID-19 pandemic, the University of Minnesota shifted all instruction to remote learning in mid-March 2020, including all classes in the College of Design. This case focuses on a studio course in interior design with 16 students. The classes used a range of different computer technologies. These technologies include Zoom, Canvas as a learning management system, VoiceThread, Revit, Photoshop, electronic journals, and PDF files. The article describes how the design studio course and students adapted to the online environment. It also notes the significant effect that students' personal computers and internet connections had on the quality of learning as well as the drawbacks of synchronous learning. It concludes that there are critical differences between planned, formal, and structured online learning and the informality and personal interaction of studio-based via communication software. For the most part, studios did not change in their methods, being active, problem based and highly personal. The distant connections were made by the communications software used, and this may be the needed initial step for design education to be more fully engaged in educational technology... but significant challenges still exist.