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This paper is the third in a series of three manuscripts under review and in press that have to do with mentoring in the midst of teachHOUSTON, an innovative urban Science-Technology-Engineering-Mathematics (STEM) teacher education program, which was developed to better meet the needs of underserved secondary students who mostly are of color. teachHOUSTON has been funded by several National Science Foundation (NSF) scholarship-awarding grants that additionally support program development. Each grant award has brought different iterations of mentoring to the surface, all of which are complementary. Our first paper (under review) demonstrates the multi-layered mentoring that takes place within the teachHOUSTON program. Our second manuscript, an in press chapter, focuses on generative mentoring; that is, the way that mentoring shoots out in all directions, with some of it being by teachHOUSTON design and other parts unspooling organically. In this paper, we dig more deeply into the relationships that developed and the interests shared between and among faculty, teachHOUSTONstudents (some being preservice teachers), teachers who are graduates of the program (teachHOUSTONalumni) and secondary school students who are the ultimate beneficiaries of the urban teacher education effort. This third mentoring paper is the “pandemic chapter” of the four-year study. Meetings, interviews and focus groups conducted on Zoom allowed us to map intricate connections between and among individuals participating in two grant programs: UH-LIFE and LEAD HOUSTON. In this work, we conceptualize chain mentoring as the formal and informal ways mentoring played out during the global pandemic in Houston, the fourth largest urban center in the U.S., which is the site where this narrative inquiry research took place.