Service learning (SL) faculty faced substantial and unique challenges during the COVID-19 pandemic. The purpose of this study was to explore SL faculty perspectives during the crisis. Higher education faculty who taught SL designated courses during 2020/2021 identify and prioritize challenges and strategies to teaching SL courses without direct person contact. A total of 144 unique responses were collected from 16 faculty from 5 universities using the nominal group technique, a qualitative and quantitative method. Highly ranked themes included the emotional burden felt by the faculty, decreased student learning, a lack faculty time, the need for alternative assignments, and the need for alternative forms of communication with both the community partners and students. Results captured the experience of faculty directly involved in the sudden and absolute cessation of all face-to-face service projects requiring dramatic changes to course implementation. Findings may help inform the development of SL faculty support resources during times of crisis.