The COVID-19 pandemic posed unique challenges for early childhood teachers who were facilitating the learning and development of young students. This exploratory, qualitative study examined early childhood teachers’ (K-2 grade lev­els) experiences with online/hybrid classes and the transition back to in-person classes from Spring 2020 to Fall 2021 in Pakistan and the United States. Themes that emerged from the interview responses of teachers included: proficiency in technology-use, challenges of teaching virtually, limited resources, parental involvement, planning, student engagement, increased workload, challenges of transition to in-person classes, and suggestions for school administrators. Some experi­ences were unique to Pakistani teachers such as electricity shortages disrupting online classes and gender-based expecta­tions of managing household responsibilities resulting in increased workloads for female teachers. (author abstract)