This paper describes the transfer from face-to-face education to emergency remote teaching of chemistry laboratory courses in a bachelor's degree in Pharmacy during the COVID-19 pandemic. The virtualization was carried out using videos of each experimental practice and questionnaires containing the experimental data needed. The contents were integrated into the virtual platform Blackboard Collaborate, where tutorials and remote support from the teachers were provided to solve the issues raised. The didactic strategy was very positive: it turned the students into active learners, fostering knowledge sharing and promoting the self-management of their learning process. The teachers acted as guides, raising questions, and provided continuous feedback to the students that contributed to knowledge assimilation and competence acquisition. The teaching-learning process was evaluated through a rubric that graded the reports delivered by the students and a final online test. The impact of this teaching methodology was assessed by comparing the students' marks with those obtained in the conventional on-site education before the pandemic and feedback from the students via surveys. This study provides a unique experience on how a traditional instruction can be adapted to remote teaching in analytical chemistry laboratories, providing new tools that can be used in future pandemics or in other settings.