This study portrays the lived experiences of four faculty members striving to thrive in U.S. higher education during the COVID-19 pandemic while shifting from in-person to online teaching. Using a collaborative self-study as a methodological approach and the community of inquiry model as a theoretical framework, we explored unique experiences and reflections on the challenges, struggles, and lessons learned with online teaching during unprecedented times. Our efforts to promote students' learning through academic, emotional, and social support in online teaching environments would provide recommendations for faculty and higher education institutions to enhance their online teaching and student learning in online learning environments as we move into the post-pandemic era.