International outlook constitutes, together with teaching, research, and knowledge transfer, one of the university core missions. Spain remains as a preferred destination for outbound mobilities, which constitutes an opportunity in terms of international rankings. Vice-Rectorates are designing strategies to retain this flow of international students, as well as to promote outbound mobilities. The present piece of research is a qualitative study based on Deyo's Qualitative Social Constructionist Inquiry (2018), a semi-structured interview. Such design was supervised by experts and approved by the Ethics Committee of Social Studies. Results address the viewpoints of 17 international coordinators of the Universidad de Castilla-La Mancha, based on four different campuses. The sample was made in terms of convenience, as it is the authors' institution. Questions concentrate on coordinators' understanding of the goals and needs of study abroad programmes, together with the needs of international students, their main challenges, and the role of the three communicative subcompetences of the Common European Framework of Reference for Languages on these programmes, and more specifically their connection with the Theory of Identity Development (Chickering and Reisser, 1993), to help determine the strengths and weaknesses of such mobilities. Results reveal important information in relation to both the role of international coordinator and the effects these exchanges have on the students. Considering the former aspect, the answers evinced that this job post requires more attention in terms of training, tasks specification, recognition, and assistance. Regarding the latter, the responses highlight multiple benefits derived from these exchanges; in particular, the development of personal and social abilities to be more independent to solve problems, to collaborate with other people from different backgrounds, to communicate in a foreign language, and to expand their worldview. Nonetheless, the answers also show that this experience could be further enriched by academic, social, and emotional support for the students. In this line, the study suggests a set of recommendations and seeks for alternative instances to reach the goals of international exchange, such as excellence, equity, or education innovation (European Commission, 2021) by means of virtual exchange in COIL programmes such as eTwinning.