Abstract: Social media usage spiked worldwide during the COVID-19 spring 2020 pandemic as people turned to personalized online networks for news, resources, and emotional support. Pre-pandemic research on professional learning networks (PLNs) has shown that teachers employ social media to find supports for teaching and professional learning. Complementing large-scale quantitative analysis of Twitter #Edchat tweets, this paper offers an in-depth exploration of how teachers experienced Twitter #Edchat as an emergency professional learning network. Drawing on interview data and content analysis of teachers’ question tweets we provide evidence of the kinds of supports that teachers in the United States and Canada sought on social media during the rapid transition to emergency remote teaching in Spring 2020 and how these supports informed their teaching practices. These results provide insights into the complexities of teachers’ professional learning-related inquiry in social media spaces during times of disruption and crisis.