In this qualitative study, we seek to explore the experiences of English as a foreign language (EFL) university teachers in Chile during the first semester of emergency remote teaching (ERT) in 2020. We conducted 17 semi-structured interviews and analysed them using qualitative content analysis. Emergent themes were divided into two general categories as perceived from the teacher's point of view, advantages and disadvantages. Among the results were a perceived decrease in participation and interaction, and time and health issues. Convenience, accessibility of information, increased flexibility and adaptability of teachers emerged as positive elements. This study sheds light on ERT and its repercussions for university EFL teachers during the early days of the pandemic. Ultimately, providing an in-depth look at what Chilean teachers experienced as COVID-19 pandemic shook up higher education with teachers at the forefront of this disruption.