The pandemic forced schools to employ "emergency remote teaching" (ERT), so teachers had to enact new kinds of improvisation, reflection, and problem solving. This study explores how practicing teachers enrolled in graduate education programs navigated the uncertainties and unique challenges of ERT in effort to meet the specific needs of vulnerable students. Findings suggest participants' equity-focused critical reflections rarely aligned with their practice, describing "survival" instructional practice inadequate for supporting vulnerable learners. Implications suggest that professional development and teacher preparation may need to adjust to foster better alignment between critical reflection with teacher praxis.