The COVID-19 pandemic disrupted community colleges and created a new context in which they were forced to operate. Faculty, especially those who normally taught in-person, were required to transition quickly to fully online classrooms. Drawing on semi-structured interviews conducted at the start of the pandemic with 17 students pursuing degree programs in STEM across a three-campus community college district, the current study provides insights on the consequences of the pandemic on the classroom experience, and offers considerations for virtual instruction moving forward. Data collection for the current inquiry was guided by a framework for accessible and efficient e-learning. While findings suggest that courses were, to the extent possible, structured to meet students' needs during the peak of the pandemic, the data also highlights the difficulty that some courses had with online learning. Moreover, certain choices had unequal and unintended implications on students' experiences. Findings drive recommendations for institutional and faculty practice of virtual instruction that apply beyond the context of the pandemic.