This chapter sheds light on the disruption and response measures of the Dinaric education systems during COVID-19. It examines the various response measures taken by each education system and how they were communicated to different stakeholders. Additionally, it highlights the prior established practices and accessibility to digital devices, and their use in teaching and learning is explored. Data collected during IEA’s Progress in International Reading Literacy Study (PIRLS) 2021 cycle and analyses from the PIRLS 2021 encyclopedia are used as the primary sources for this chapter. Both national reports and responses from school principals indicated that the level of disruption varied at different times during the schools’ operation, prompting varied school responses. Results also show some common patterns across the Dinaric region concerning the systems’ wide range of activities to answer the disruption challenge. The chapter also examines students and teachers access to different digital resources, teacher professional development and practice, and the disparities in educational access.