In the post-COVID era, synchronous hybrid learning, which is characterized by the simultaneous engagement of onsite and online students was seen as essential and flexible, offering students synchronous participation options. However, this shift to hybrid learning seems to significantly impact teachers’ orchestration load, as they need to divide their attention to facilitate learning that occurs in both physical and virtual spaces, rapidly capturing and processing classroom information in real-time for effective learning activity regulation (e.g., answering questions from onsite and online students; reassigning students into groups based on their performance but also taking into account their participation modality). Previous research shows that real-time regulation of learning activities contributes to teachers’ orchestration load in traditional onsite learning situations. However, the factors that influence teachers’ orchestration load as well as the design requirements of teacher supporting tools remain underexplored, especially concerning online and hybrid learning situations. In this chapter we provide an overview of the notion of orchestration load and its multifaceted elements. Then, we present cases of onsite, online and synchronous hybrid teaching in order to derive and compile factors that influence teachers’ orchestration load in different teaching modalities. The chapter concludes with an overarching discussion of the unique challenges of hybrid teaching concerning orchestration load.