The physical isolation generated by COVID 19 led educational institutions to virtualize their learning processes. Projects, a subject in the last year of engineering training, has not been exempt from this process; Its teaching should allow students to design, manage, administer and direct a project, and acquire competencies in Project Management. This research focuses on the comparison of the acquisition of the ""teamwork"" competence of the students enrolled in the Projects course in face-to-face and virtual teaching modalities and the factors that influence it. The analysis methodology includes a statistical study of the results of initial and final self-evaluations of the teamwork competence according to the ICB 4 of IPMA and, a qualitative and quantitative analysis of evaluations that measure individual and ""teamwork"" according to subject areas. The research shows that the training methods of the subject such as practice with real projects, preparation of deliverables and use of virtual platforms contribute to the development of ""teamwork"", since students are grouped and work together to achieve the successful development of his project.