The 2019 coronavirus disease pandemic prompted faculty across the country to pivot their in-person courses to ones that could be offered virtually. Some faculty learned quickly that economically challenged students had difficulty accessing resources that suddenly became remote. In this reflective essay, we highlight the experiences of five social scientists working to transform courses from in-person to remote delivery, attending to each of the "presences" in the community of inquiry framework, while also addressing the economic challenges of students on two regional Midwestern campuses. We end with several "lessons learned" and suggestions for remote delivery as we move forward.