In the Spring of 2020, COVID-19 forced school buildings to close across the United States. As a result, many early learning programs and elementary schools moved their services online. Families of young children with challenging behaviors receiving complex educational and behavioral services in traditional brick-and-mortar classrooms were suddenly required to work closely with educators to support their children’s academic, social-emotional, and behavioral progress. This study used a qualitative approach to examine families’ experiences with children’s challenging behavior, online instruction, and behavior support during COVID-19 school building closures. Findings underscore important themes related to families’ perceptions of child challenging behavior at home, challenges with children’s meaningful participation in online instruction, families’ perceived responsibilities and priorities, and future recommendations. Implications for educators are discussed. (author abstract)