Despite the importance of early learning experiences for school readiness and children’s long-term learning trajectories, much of the research on learning during COVID-19 has focused on older, K-12 children. Understanding how the pandemic impacted the learning experiences of preschool-age children is critical for reducing the long-term ramifications of COVID-19 on young children. Using survey data from 1,828 teachers working with children 3-5 years of age in ECE classrooms in Virginia, this report addresses this gap by describing the impact that COVID-19 had on teaching and learning in ECE classrooms. It compares the experiences of teachers whose primary mode of instruction was in person teaching to those who either taught fully remotely (e.g., online class meetings, video lessons, or learning packets sent home) or through a hybrid of remote and in person teaching. (author abstract)