This article reports on an exploratory, mixed methods study aimed at identifying the methodological and epistemological criteria necessary to ensure the quality and a self-revision process of a pilot tutoring program offered to students enrolled in the bed in philology and languages (English and French programs) at Universidad Nacional de Colombia, Bogota. Ten students of the French and English Philology programs and six tutors voluntarily participated in the research. The data were collected through document reviews, focus group discussions, and questionnaires completed by the tutors and tutees. The study revealed that a comprehensive, personalized tutoring plan was needed. Likewise, self-efficacy development, human capital, as well as technological and physical resources must be considered in order to determine the weaknesses, strengths, opportunities, and overall impact of the program.