Challenges for culturally and linguistically diverse children with disabilities have been exacerbated by the COVID-19 school closures, highlighting major social and educational inequities. In response to this educational crisis, our university partnered with a community organization that supports immigrant families and their children with disabilities to provide them with individualized instruction while also providing preservice special education teachers with practicum field experiences. Situated in New York City, this qualitative study explored the experiences of preservice teachers, mothers, and their children with disabilities who participated in remote instruction during the initial COVID-19 school closures. We analyzed focus group interviews of preservice teachers and their journal entries, as well as individual interviews with mothers and their children with disabilities. This study details the successes and challenges of this novel teaching and learning partnership during the pandemic and the implications of reimagining field experiences in special education teacher education programs to cultivate educators who are equipped technologically and prepared to build relationship-centered family partnerships.