This paper analyzed the relationship between emergent teaching strategies and the challenges professors at Universidad Icesi (Cali, Colombia) faced when transitioning to Emergency Remote Teaching (ERT) during the COVID-19 pandemic. A survey with open-ended questions was used to conduct a content analysis, followed by a correspondence analysis. The main findings were that most professors described submitting information and interaction as the most common teaching strategies. The challenges were primarily emotional and technical in nature. There were differences in discipline, gender, and age. Furthermore, there was no alignment between the challenges and the proposed strategies. Finally, this research has significant implications for future teacher training programs that emphasize faculty diversity.