This study examines the experiences of two pre-service teachers (PSTs) as they implement an engineering curriculum in their practicum field experience. Portraiture methodology was employed to frame the entire research process, from protocol development and data collection and analysis to presentation of the findings as an “aesthetic whole”, or final story that captures the unique classroom contexts and processes faced by the PSTs [1]. This study is part of a larger project focused on increasing awareness and preparedness of youth to pursue engineering careers. The first portion of the project involved working with elementary pre and in-service teachers in rural communities to connect local funds of knowledge (FoK) with classroom curriculum [2]. Participating teachers attended a summer workshop focused on how to use ethnographic practices, photo journaling, and micro-computers to enhance engineering instruction in elementary classrooms. Each PST was paired with an in-service teacher to plan how to implement the summer workshop curriculum into their classroom the following fall. However, when the COVID-19 pandemic resurged in late summer, classroom implementation plans were drastically changed due to shifts from in-person learning to hybrid and fully online instruction. Each school took a different approach to teaching during the pandemic, resulting in very diverse methods of implementing the engineering curriculum into classroom practice.