This study examined the professional learning engagement of Texas public school teachers in the ESC-20 region while teaching during the COVID-19 pandemic. Research questions focused on participants' perceptions of emergency remote teaching (ERT), engagement in professional learning, transformations as adult learners, and professional learning to close student learning gaps. The study included the perceptions of 14 teachers teaching from March 2020 to May 2021. Data were collected in interviews conducted and recorded via an online meeting platform and were then transcribed and analyzed through lean coding to ascertain recurring themes in the participants' responses. The researcher found though teachers were emotionally affected by the abrupt shift to ERT, the COVID-19 pandemic as a disorienting dilemma transformed teachers' professional learning practices as adult learners by their engaging in topics and modes of professional learning to meet the pedagogical challenges of teaching during the pandemic. Implications for future practice include understanding teachers' needs as adult learners in the design and implementation of future professional learning and preparing teachers for times of disruption to teaching and learning by assuring teachers have professional learning in technology, content, and social-emotional skills pedagogy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]