The pandemic forced professors and students to pivot to a completely online model, despite the fact that not all students have equal access to the technology necessary to succeed in online courses. This review of the literature examines the impact of the pandemic on students’ access to technology and their progress in their technical courses, with a focus on students from underserved groups. Groups that are considered underserved by higher education include students of color, low-income students, and first-generation students (Ashcroft, et al., 2021; Bragg, 2013; Green, 2006). Previous research from early in the pandemic shows that the abrupt switch to online courses negatively impacted students’ access to technology and adversely affected their progress in technical courses.