This research aims to describe the experiences and strategies in teaching-learning processes in face-to-face and virtual mode. The environments where this study was developed are located in the Districts of David, Dolega and Bugaba, social scenario, in which the eight social actors operate: teachers and students who participated. The approach used was the qualitative, with its respective characteristics, of exploratory descriptive scope and the narrative design was considered. The method of non-probabilistic measurement for convenience was used. The theories applied were: Constructivist, Humanist of Education and Connectivism. Open Interview, Semi-Structured Interview and Life History were used to collect information; this involved Participant Observation. In relation to the results, it is highlighted that: the experiences and strategies in the teaching learning processes, implemented and acquired by the teaching social actors and students who participated, vary according to the modality (face-to-face, virtual or blended) that develops or establishes the academic unit. The methodology implemented by teachers when promoting the knowledge or participation of academic peers is varied. This happens when they assume various strategies that allow concatenating theoretical teaching with practice.This research aims to describe the experiences and strategies in teaching-learning processes in face-to-face and virtual mode. The environments where this study was developed are located in the Districts of David, Dolega and Bugaba, social scenario, in which the eight social actors operate: teachers and students who participated. The approach used was the qualitative, with its respective characteristics, of exploratory descriptive scope and the narrative design was considered. The method of non-probabilistic measurement for convenience was used. The theories applied were: Constructivist, Humanist of Education and Connectivism. Open Interview, Semi-Structured Interview and Life History were used to collect information; this involved Participant Observation. In relation to the results, it is highlighted that: the experiences and strategies in the teaching learning processes, implemented and acquired by the teaching social actors and students who participated, vary according to the modality (face-to-face, virtual or blended) that develops or establishes the academic unit. The methodology implemented by teachers when promoting the knowledge or participation of academic peers is varied. This happens when they assume various strategies that allow concatenating theoretical teaching with practice.