This research work aims to study the use and perception of the indefinite pronoun “una” in the field of Spanish as a Foreign Language (ELE in Spanish). To achieve this objective, it is required to establish the conditions of possibility that have permitted the emergence of language forms such as the indefinite pronoun “una” in Spanish. By using qualitative and corpus analysis, the indefinite pronoun “una” is syntactically and pragmatically characterized and by means of a questionnaire, which mixes direct and indirect methods, the linguistic attitudes from ELE teachers towards the indefinite pronoun “una” are identified. Based on the findings, it is possible to conclude that the indefinite pronoun “una” is used as “I” and “we” to make women visible in the speech and reclaim women rights. Hence, it is mostly used in feminist contexts. Furthermore, ELE teachers prove to have positive linguistic attitudes towards the indefinite pronoun “una”, which depend on variables such as gender, social strata, profession, type of university where they are graduated from, educational level, time of experience as ELE teachers, and degree of affinity with feminism. Not only do these positive attitudes have an effect on the use of the indefinite pronoun “una”, but its teaching too.