Historically, distance or remote learning has not been a typical instructional model for agencies serving at-risk, nontraditional (noncollege) adult learners (Rosen & Stewart,2015). However, the COVID-19 shutdown compelled adult-serving agencies to explore new instructional models in order to continue teaching their students. Many agencies, likely due to lack of experience or resources, found themselves integrating technologies that they never had before the pandemic. Along with this influx of technology came an unprecedented need for technical support that was often outside the scope and capacity of an IT department--a "new" need was identified. Based on a collaboratively built framework, the Digital Navigator position was introduced at one California-based agency to help adult learners and staff handle technology challenges both remotely and in person.