Because of the pandemic and its restrictions on children, a professor and two graduate students employed in early childhood intervention investigated teachers and families in three states to determine if learning and development are affected by inability to physically attend school. The authors also explored if and how academic and social-emotional learning and communication is affected by the wearing of masks when in-person learning resumed. Results indicated both learning and behavioral differences in young children due to inability to physically attend school. Results also indicated that mask wearing had detrimental effects on learning and behavior. Teachers and parents indicated that by the wearing of masks, developmental speech and language were the most affected areas. Finally, authors solicited and reported successful intervention techniques.