This study examines the perceptions of students from the Common Basic Cycle at the University of Buenos Aires concerning the integration of Remote Laboratories (RLs) into chemistry education. Employing an exploratory design, the research involved a sample of 225 students and utilised a Likert-scale questionnaire to assess three pivotal dimensions: students’ self-perception of learning, their satisfaction with the incorporation of RLs into classroom activities, and the usability of these tools. The findings demonstrate that RLs significantly enhance the understanding of fundamental concepts and experimental design. They are widely regarded as engaging and effective instruments that successfully address the logistical challenges inherent in large- scale educational settings. While RLs were met with high levels of acceptance and usability, certain areas for improvement were identified, particularly regarding the clarity of instructional materials. In conclusion, Remote Laboratories present themselves as an innovative and transformative pedagogical resource for enriching chemistry education. These findings underscore the importance of further investigating their pedagogical impact and refining their integration across varied educational contexts.