The COVID-19 pandemic impacted societal structures worldwide. In the educational realm, the forced closure, and subsequent reopening of school settings disrupted the personal and professional lives of administrators, teachers, parents, and students. Two groups of Spanish stakeholders affected by the return to face-to-face instruction during the pandemic were the University of Extremadura’s student teachers and their mentors during the practicum, as student teaching is known in Spain. This study investigated 28 student teachers’ and 26 mentors’ responses to a questionnaire enquiring on the main challenges resulting from the pandemic, as well as student teachers’ contributions to the classroom during this difficult time. Cualitative software was used to analyze participants’ responses allowed us to identify four main themes: attitudes; classroom management issues; adaptations and restrictions; and academic–experiential modifications. Overall, the findings revealed student teachers’ and mentors’ positive opinions about their joint work experience and about student teachers’ logistical and technological support.

Bilingual education is getting great achievements because of the performance of bilingual programs. In Spain, these programs have been developed at the university thanks to the efforts made during the previous decades of their implementation. The autonomous region of Extremadura has been working cooperatively with other institutions since then, and now it is time to look back to recapitulate what has been done and what needs to be done from now on. This chapter aims to gather the main milestones of this process in order to review its internal and external aspects, as well as to reconsider the ways of improving bilingual programs. Final remarks show that bilingual programs have brought benefits, but there are still some aspects that require attention, such as a homogeneous national regulation or minding the methodological qualification of bilingual teachers. These issues need to be addressed in future research for the welfare of bilingual education.