This article discusses a case-study revolving around an experiment in transferring online a teaching component on physical theatre. It documents a response to the COVID-19 pandemic when actors, teachers, and students had to find ever more creative ways of working in the digital space. The article argues that working online does not need to refute those values and learning objectives that are typically embedded in performance training, such as interaction, collaboration, and experimentation and adaptation. The article also offers concrete suggestions aimed at facilitating the transition to online teaching.