We report on ways that teaching and learning for mathematics A Levels, studied pre-university in England (by students aged 16-18), was disrupted by Covid19 in Summer 2020. Findings are contextualised within teacher and student accounts of the aspirational and time-pressured nature of these reformed qualifications. We explore the nature of engagement with mathematics achieved by year 12 and 13 students during lockdown, and the preparedness of 2019-20 year 11 and 13 students for progression into A Level/Higher Education respectively. Our findings derive from the third year of a four-year study (2017/18 to 2020/21) exploring enactment and impact of reformed mathematics A Levels, and efficacy of associated Pearson resources and assessments. Research tools were adapted to focus on impacts of Covid19. We present a snapshot (March to July 2020), of teachers and students looking to the future in a time of uncertainty and rapid change
