This qualitative study explores the question of how trainers in work-related continuing education experienced and coped with the consequences of the COVID-19-pandemic in terms of the uncertainties and professional demands that accompanied it. Based on competency models for teachers in continuing education, we looked at the changes in their professional situation, the changed requirements with regard to digitalization, and their self-regulation and coping strategies. For this purpose, we evaluated 22 text-based contributions of a web parade from late summer 2020 using qualitative content analysis. We found that after initial uncertainty, trainers responded proactively and pragmatically, embracing digitization as a learning opportunity. To acquire the necessary competencies, they appear to use online trainer training and informal channels. From a didactic point of view, digitization seems to offer advantages for demand-oriented and effective continuing education, with simultaneous difficulties resulting from physical distance, especially for interaction and relationship building. Implications for the individual professionalization of trainers are discussed.