The present article delves into the impact of using digital tools for teaching and learning English and Spanish as foreign languages at a private university in Colombia. This study counted with the participation of 92 English students from different undergraduate programs, 13 Colombian English teachers from the Colombian University branches in Villavicencio and Tunja, and a Spanish teacher at a higher education institution in the United States. Data were collected through researchers’ journals, teachers’ questionnaires, and students’ surveys. Results allow researchers to visualize aspects related to the impact such as: how the sudden confinement forced students and teachers to increase and improve their skills in virtual tools which resulted in students’ commitment to autonomous work, the development of online pedagogy and instructional material, as well as the lack of technology use and connectivity problems.