Positive impacts of family involvement in supporting improved outcomes for students, including students who are struggling in school and students who have disabilities are well documented. Notwithstanding legislative requirements and the demonstrated positive impacts on student outcomes, numerous challenges negatively impact and often prevent educators and families of students with disabilities from building and sustaining effective partnerships. The global COVID-19 pandemic impacted family-school partnerships in unforeseen ways while educators and families of students with disabilities struggled to support students and implement virtual learning. However, so far little is known about how family-school partnerships in special education have functioned and changed during COVID-19 and virtual learning. This exploratory, qualitative study utilized a phenomenological lens to investigate the lived experiences of 10 parents and 10 educators amidst the COVID-19 pandemic as they partnered to provide virtual learning for students with disabilities. The study explored challenges parents and educators faced and how they overcame the challenges, resources they accessed and how they learned and innovated together. Findings documented how the initial transition to virtual learning was challenging for most parents and educators. Parents struggled to find a balance between being teacher and parent in the home, advocating for new services for their children virtually, and meeting their children’s needs. Findings revealed that during COVID-19 and virtual learning: (1) home and school were collapsed in new ways and parents and educators struggled to adapt to a new and challenging reality (2) some relationships between families and educators were built and deepened in these most challenging circumstances, and (3) there were lasting shifts in families’ approaches to advocating for and understanding their children’s needs and in educators’ approaches to working with families. This study adds to the existing body of literature about family-school partnership in special education during COVID-19 and virtual learning within special education by providing lived experiences of families and educators as well as their learning and innovations. Future research using matched pairs of parents/caregivers and educators could provide more reliable data about shared partnerships.