Second language learning from a sociocultural perspective, is considered a social phenomenon that is located in the experiences of participation in situated contexts. In the B.A. in Modern Languages at the Pontifical Xaverian University, in Colombia, there is evidence that students’ investment in learning opportunities of French as a foreign language (FFL) outside of the classroom is very limited. Because of that limitation, it is important to research what occurs within a community of practice (CoP) built up by French students, in terms of investment, agency, joint construction of knowledge and the access they may have to the learning of this language. This qualitative research has a descriptive approach and focuses on two main objectives: to characterize in detail the reciprocal knowledge related to the learning of French that students were able to construct in a CoP and to describe the means in which this process took place. Taking into consideration these objectives, the study relies on two theoretical pillars: Social theories of second language learning and communities of practice. The results showed that the collective constructions that emerged in the CoP, revolved around a common goal: the practice of speaking French. Within these constructions, it was possible to identify didactive initiatives, like games and dialogues to practice this skill, as well as, French language learning strategies, such as discussions and the use of online tools to solve concerns regarding aspects of the language. Furthermore, it was perceived that these constructions were mediated by various factors including: the participants’ previous learning experiences, their positioning as French learners, their levels of participation in the CoP, and their affiliation to certain imagined communities. Finally, it was possible to demonstrate that through this participation process, the students were able to build a sense of agency (Duff, 2012) in other French language learning contexts.