Abstract When most schools in the United States pivoted to remote instruction in March 2020 due to the COVID-19 pandemic, education leaders faced an intense crisis of uncertain duration. For the next two years, they had to adapt and innovate to maximize learning opportunities for their pupils, while balancing the emotional needs of faculty, students and parents, as well as self-care. For Quaker school divisional principals accustomed to a participatory and collaborative style of leadership, the COVID-19 pandemic demanded new approaches to problem-solving. They needed to perform more top-down initiatives to address the rapidly changing situations impacting schedules, learning strategies and community morale. This narrative study of eleven upper school division heads in Quaker schools centers the stories of leadership in this challenging moment for education. While there is bountiful research on crisis leadership, there is no research exploring decision-making lessons in a Quaker school setting during such a prolonged time of challenge. This research unearths important insights about the importance of communication, teamwork strategies and input into decision-making. Leaders interviewed in this study with trusted relationships in their communities prior to the pandemic pivoted effectively to different modes of crisis decision-making. Findings from this research add lessons about how Quaker school leaders with resonant leadership and distributed leadership skills navigated an enduring crisis and contribute to understandings about school leadership theory and practice. Key words: K-12 independent schools, Quaker schools, leadership, decision-making, Covid-19 leadership, resonant leadership, distributed leadership, trust, teamwork