One of the main issues for educators during the pandemic has been transitioning successfully to online teaching in some cases without adequate training. Thus, we needed to prepare for emergency technology issues in record time and how to find a balance between synchronous and asynchronous sessions. How can we facilitate student self-access learning? This article will suggest best practices in teaching Spanish online, especially in these emergency remote teaching situations. How can we hold a class that has the same rigor as face-to-face instruction and how can we guarantee opportunities for interaction so that acquisition can take place? Additionally, we cannot forget about student feelings during this transition. Learning is social so the instructor has to make sure to be present online so that online learning is successful (Rapanta, Botturi, Goodyear, Guàrdia, & Koole, 2020). Finally, we will discuss how we should conduct assessment. Due to the emergency remote situation, instructors should conduct self-regulations through self-reflections and portfolios. In order to develop these assignments, universities should invest in professional development.