As a result of the COVID-19 pandemic, teachers across the world shifted from in-person to online instruction. Almost instantaneously, educators were forced to rethink how they delivered instruction, managed their classes, and assessed student learning. This multiple case study examined the perspectives of 13 music educators from across the United States as they engaged in teaching music during a pandemic and how these teachers adapted and responded to a prolonged stressful teaching situation. Data collection included an entrance questionnaire, monthly semistructured interviews in fall 2020, and an exit questionnaire. Data were analyzed for themes through a theoretical lens of a four-cycle resilience theory. Findings were grouped into themes: the failure of administration, mental perseverance, the importance of music in everyone's lives, a love of children, and being on emotional rollercoaster. Insights from this study may demonstrate ways music educators might adapt to crisis and adversity. The results may also prove relevant to music educators as they reflect on their teaching practice and consider ways to nurture resilience in future stressful situations.

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