COVID-19 abruptly shifted learning to an online environment in March 2020. With little preparation, faculty rapidly transitioned their courses to a distance learning platform. In this unprecedented moment, sport management faculty had to decide how to deliver the remaining course material and assessment of students. Thus, the purpose of this study was to investigate, from the student perspective, which instructional delivery and online assessment methods were used, and which were effective, whether student motivation changed after switching to online learning, what challenges sport management students faced once they transitioned to online, and what concerns they had about the job and internship market. An online survey with a mix of open- and close-ended questions was sent to students at five universities in New York, New Jersey, and Connecticut (states that were hit the hardest in the first few months of the pandemic). Results indicated that the majority of students were assessed with online exams and written assignments. The most used instructional delivery method was online discussion. According to the students, written assignments were the most effective form of assessment. Student motivation did change when it came to their non-sport management courses. Moreover, many students acknowledged that they faced several challenges related to online learning, including workspace issues, job and family obligations and technology issues. The discussion offers reflection on the results and provides recommendations for sport management pedagogy going forward.