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During the Spring 2020 semester, universities shifted into emergency remote teaching due to the COVID-19 pandemic. Globally, the pandemic disrupted students learning, their support structures, and interactions with other individuals both socially and academically. In addition, it created lasting impacts on professionals in determining strategies and altering objectives to help undergraduate engineering students achieve their learning objectives. Previous research on social support during the pandemic has focused primarily on singular cultural context, this study was conducted to understand the impact of the pandemic on students support in different cultural contexts. The purpose of this research was to explore how students experienced social capital structures at two institutions: one in the United Kingdom (U.K.) and one in the United States (U.S.) during the period of emergency remote teaching. The survey was designed around social capital theory, it provided demographic information, students agreement with their educational and social interactions, and names of individuals as well as resources they utilized during the pandemic.Results revealed similarities and differences between the two groups. Both case studies had the same top three alters: friends/roommate, professor, and family members, and reported almost the same frequency in communication with their alters. Participants in both case studies also hadhigh rates of support in both expressive and instrumental categories from their top two alters. Examiningthe differences, the UK case had a lower mean response for both sense of belonging and satisfaction at the university. Finally, there was a difference in the types of alters identified in each case due to different cultural contexts.