Peru experienced one of the longest in-person school closures in South America during the COVID-19 pandemic (World Bank, 2023), creating significant challenges for music teachers, who needed to adapt to emergency remote learning within a context of limited technological infrastructure. A large-scale survey conducted during this period examined how 325 music teachers developed adaptation strategies, navigated limited resources, and gradually increased their confidence in using technology for teaching music online. Building on these earlier findings, this qualitative follow-up study uses narrative inquiry to explore how the adaptations developed during the pandemic continue to shape participants’ current music teaching practices and perceptions of online learning five years later.Narrative inquiry is an ideal research method to record human experience as it is grounded on the assumption that through the construction and reconstruction of personal stories, individuals make meaning and form their identity (Marshall, Rossman, & Blanco, 2021). It is also particularly well-suited for studying complex life events that profoundly influence professional practices, perceptions, and beliefs, such as the COVID-19 pandemic (Mertova & Webster, 2019). Using purposeful sampling, five teachers from the original survey cohort were invited to participate in in-depth semi-structured interviews. Through these conversations, we explored how their experiences during emergency remote learning intersected with their professional identities, pedagogical practices, and understandings of technology over time. Narrative inquiry’s lens allowed us to look at both the content and structure of teachers’ stories, foregrounding the temporal, socio-cultural, and contextual dimensions of their experiences.Preliminary findings centered teachers’ narratives on three focal areas: (1) their perceptions of online learning in relation to their current pedagogical practices (2) their views on the role and potential of online music learning in school contexts, and (3) the extent to which digital tools, strategies, and competencies developed during the pandemic continue to influence their current practices. The findings suggest that while teachers deeply value the embodied and communal aspects of in-person music-making, they also recognize the potential of digital resources for expanding access, fostering student agency and autonomy, and supporting professional collaboration.This follow-up study sheds light on how the lived experiences of Peruvian music teachers during the pandemic continue to shape their evolving pedagogical identities and practices. By extending earlier survey-based findings through narrative inquiry, this research contributes to the ongoing discussions on resilience, adaptability, and innovation in music education, offering insights that extend beyond the Peruvian context.