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Blended learning can provide academic resilience in times of natural disaster, civil emergency, and crisis. While blended pedagogies are widely used in tertiary settings, very little has been written about the role of blended learning in times of crisis, or the pedagogical challenges of rapid course redesign to mitigate disruptive circumstances. This case study describes the immediate post-earthquake challenges of redesigning courses using different blends of face-to-face and online activities to meet the needs of on-campus, regional campus, and distance pre-service teacher education students. The research question asked, "What can be learned from the experiences of academic staff directly involved in the adaptation and redesign of blended courses in a time of disaster?" This descriptive case study employed quick-response research strategies to gather time-sensitive data while it was fresh in the minds of the participants. This article discusses key findings and concludes with recommendations to assist program and course leaders to prepare in advance for resilient blended learning in times of natural disaster, crisis, and emergency.