English language teachers’ beliefs in the digital era is an area which requires to be explored thoroughly. On account of this, this qualitative study explored teachers’ beliefs regarding EFL didactics, based on their experiences and knowledge within a hybrid learning environment. Six EFL teachers from a private school in Bogota participated in an eight-session course meant to prepare teachers for hybrid learning. Findings suggest that teachers’ beliefs and roles were reshaped while attending the eight sessions’ course. Although data collected showed a wide spectrum of answers from the teachers, they were connected in their desire to teach English in alternative manners to benefit students. As part of the conclusions, I found that although the use of technology is essential in effective learning (Littlejohn & Pegler, 2007), it continues to be a challenge for some teachers. Therefore, it is of vital importance to create spaces in which teachers can interact, share their experiences in the classroom, and create new knowledge and ideas in their teaching practices. By doing so, teachers can gradually face societal and technological challenges (Estudillo, 2001) and promote meaningful learning in digital natives (Littlejohn & Pegler, 2007) through language and technology.