Contexts by Rebecca A. London | January 26, 2021 Photo by Caniceus (Source: Pixabay). As the world moved to remote teaching and learning this past spring, I taught a designed-for-the-moment undergraduate course in the Sociology Department at the University of California, Santa Cruz (UCSC) called Coronavirus and Community. My goal was to create an opportunity for undergraduates, many of whom had moved back in with their parents, to go deep into an issue they cared about and how the pandemic has affected it. As I was designing the course, Contexts serendipitously issued its March 15, 2020 call for papers on the global impacts of coronavirus. I used that call as a jumping off point and designed a research project based course so that students could see what “real” sociologists do and participate in the knowledge production process during this unprecedented and deeply distressing time. In this piece, I describe the course, the students, and the research projects and demonstrate how undergraduates responded to that call. In short, the 34 students in the class, who collectively experienced multiple hardships during the quarter, asked sophisticated research questions, stretched their research skills, and created final products that far exceeded my expectations and added tremendously to their and my understanding of this moment.