The COVID-19 pandemic forced sudden changes in teaching practice, often with very little lead time, thus mobilising the education community to connect and share ideas . For chemistry, see especially "Special Issue on Insights Gained While Teaching Chemistry in the Time of COVID-19" . Remote chemistry teaching has most difficulty in addressing laboratory work -both what is colloquially known as wet and dry chemistry. For wet labs, COVID-19 provided the biggest shakeup. Naively, one may expect that dry computational chemistry laboratories would have no issues in remote education. However, this turns out not to be the case as was discovered several years ago when cost-cutting measures found departmental computer teaching laboratories being phased out in favour of centralised facilities and instructors lost control of their teaching platform. This was countered by cloud service providers with offerings particularly suited for computer scientists, such as AWS Educate , CoCalc [6] etc. However, for chemistry a range of issues made the switch less straightforward: software licensing, lack of technical expertise of instructors to set up virtual laboratories, technical limitations and classroom management. In this article, we will go through these issues and how they can be addressed, using insight gained while acting on an AWS expert panel for remote learning , and demonstrated through our successes in delivering a third year computational chemistry course at the Australian National University (ANU) and remote hands-on workshops for the Virtual Winter School on Computational Chemistry , an initiative that has been running since 2015, (hereafter referred to as the Winter School), as well as the European BIG-MAP project .