Technology professional development for teachers typically relies on formal training or courses, but the forced, sudden transition to technology-based instruction in the spring of 2020 meant many instructors had to engage in self-directed professional development in a high-stakes, sink or swim environment. This qualitative narrative oral history study investigates the stories of two teachers during the pandemic through the lens of the Technology Adoption Model and TPACK, focusing on the participants' experiences using technology to reach their students. One participant had high computer self-efficacy, the other had low computer self-efficacy. Both participants relied on existing technologies they had in place prior to the pandemic and learned Zoom to return to instruction as close to normally as possible. Emergent themes were Motivation, Emotional Reactions, Instructional Strategies Influenced the Decision to Adopt New Technology, and Leadership. Implications include adapting professional development to accommodate teacher instructional practices and their computer self-efficacy, differentiating professional development based on computer skills, and allocating time and resources to account for teacher needs and priorities. [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.]