In June 2020 the Philippines Department of Education (DepEd) adopted the Basic Education Learning Continuity Plan (BE-LCP), a framework to guide the 2020–2021 school year in light of school closures that started in March 2020, during the final weeks of the 2019–2020 school year. The plan introduced an adjusted and condensed curriculum, the Most Essential Learning Competencies, to support schools and teachers in delivering learning through alternative modalities in lieu of face to face classes. DepEd also modified the 2020–2021 school calendar to start October 5, 2020, and end in June 2021. The school year typically runs from June through March in the Philippines, but regions, divisions, and schools needed additional time to prepare and operationalize the BE-LCP. For example, regions were tasked with determining appropriate remote learning1 delivery modalities based on local context. Approaches were further adapted and defined at the individual school level as schools contextualized the learning continuity plan. Given DepEd’s decentralized approach to contextualizing and ensuring learning continuity for learners, it became clear that remote learning would look vastly different across regions, divisions, and within schools. Subsequently, this mixed-methods study was designed to take an in-depth look at schools and families across the country to understand their experiences with teaching and learning during school closures—and particularly to understand how early language and literacy learning can best be supported in the distance learning context.