COVID has been widely regarded as a disruptive force to the academic experience; countless students and educators alike have asserted the negative impact that the pandemic has had on education. Initially, conferences were moved to virtual platforms, an endeavor which presented its own set of challenges. As organizers adapted, hybrid conferences rose to prominence and currently constitute the majority of professional development opportunities in chemistry. There can be advantages to meeting remotely, such as a reduced barrier to entry, thereby increasing accessibility; furthermore, research has shown that the quality of an interview can be maintained over virtual settings. However, hybrid conferences have their own unique challenges, such as the prevalence of 'Zoom fatigue,' potentially exacerbating the disruptive effects of nontraditional conference formats. In this communication, we present an experiential case study of high school research interns preparing for and attending a national meeting of the American Chemistry Society (ACS), a hybrid event which took place August 22-26, 2021, in Atlanta, Georgia. We present observations that seek to improve general enrichment and technical learning at conferences for first time conference attendees. Due to the sudden emergence of the Coronavirus Delta variant and the celerity at which conditions changed in the greater Atlanta area, the plan of study was adapted. As a result, this communication does not seek to present a rigorous study, but rather to provide students' perspectives from before, during, and after the conference. This is done with the intention of observing the development of skills over time and call attention to concerns that might not be immediately obvious to experienced organizers and professionals in the field. Conclusions are salient to students at the graduate, undergraduate, and even high school level. This information can assist high school educators and university instructors in improving the design of future conferences.