According to the National Center for Educational Statistics, more than 85% of U.S. children under the age of five attend pre-Kindergarten programs. When COVID-19 quickly caused much of the nation to close preschool programs with very little notice, the structure of education changed dramatically. The purpose of the present study was to explore two specific aims: First, the study examines the role of self-efficacy in educational involvement during COVID-19; and second, the study examines the impact of perceived resources on parental efficacy and involvement during COVID-19. Parents of pre-K students reported on their perception of the educational program’s resources and their own involvement and feelings of self-efficacy toward their child’s education. Results indicate that resources, self-efficacy, and involvement were challenged by the pandemic. Taken together, these results strengthen existing research on educational efficacy, parental engagement, and perceptions of resources during times of adversity. (author abstract)