We tell the story of how our friendship, which led to our co-teaching, was a catalyst for us to navigate the shift to working from home amid a pandemic. Using a co-constructed autoethnography, we narrate how the loss of our physical workspaces was a detriment to our professional identities, and how through our co-teaching efforts, we were able to support each other as colleagues, friends, and fellow female academics. We maintain that our collaborative teaching efforts during the pandemic were paramount to us being able to get through the initial COVID-19 shutdown, and argue that we as a profession might consider some of the learned lessons of shared work as we look towards a post-COVID world.