In mid-March 2020, the spread of COVID-19 prompted colleges and universities to pivot to online instruction, resulting in myriad unanticipated challenges. As teacher educators working in distinct capacities across the Elementary and Secondary Education programs at George Mason University, we gathered to make sense of this shift and have engaged in a collaborative inquiry over the past seven months, with conversations focused on three main topics: how the pandemic confronted our philosophies of teacher education, how our teaching responded to external factors, and how we attempted to understand these new demands of teacher education. To examine what we most valued in our work, we used a "portraiture" methodology to construct self-narratives framed around these topics. Our portraits revealed that, despite facing a deep professional intensification, there were positive outcomes of this evolution from face-to-face to online teacher education. These insights suggest implications not just for a temporary distanced instructional mode, but for reimagining teacher education in the future.