The first case of COVID-19 in the Gaza Strip in Palestine was reported on March 6, 2021, significantly later than many other regions. This delay was largely due to the ongoing siege on Gaza, which restricted the movement of people in and out of the area. Ironically, this limited mobility initially helped prevent the early spread of the virus. When the first case was discovered, it shocked the community, as many believed Gaza had been fully protected due to its isolation. In response, authorities swiftly imposed mobility restrictions to safeguard the population and curb the spread of the virus. To better understand the evolving nature of my teaching strategies and to guide my professional growth, I kept a journal throughout the transition to online learning. This journal not only served as a space for self-reflection but also became an essential tool for identifying and addressing the challenges I encountered in adapting to this new teaching context. By documenting my experiences, frustrations, and insights, I was able to critically assess my actions and decisions, which in turn influenced my professional identity and pedagogical approach. This chapter reflects on the challenges faced during this transition and the solutions I developed, aiming to inform future responses to similar crises. Given Gaza’s context and its shared challenges with other Middle Eastern and developing nations, the insights here aim to guide the adoption of effective online teaching strategies and strengthen the resilience of the education system.