The objective of this study is to describe how teachers and undergraduate students at the Universidad Nacional de Colombia who are studying philology and languages, with a major in English, French or German, perceive the role of tutoring in the development of foreign language skills is explored through surveys and focus-group interviews used in an exploratory case study. The results indicate most teachers have served as tutors and have done so intuitively, with no institutional model. Students prefer face-to-face tutoring as a form of support that is necessary, but not obligatory. In all, the participants agree on a perception of progress as being essential in learning a foreign language.