Over the past two quarters I have taught Italian 1 and Italian 2 as pilot hybrid courses in the Department of Italian at UCLA. These courses met 2 days a week for an hour and fifteen minutes each session. My previous experience teaching 100% online Italian courses for Cal State University Long Beach helped me structure a hybrid course since students in this type of course need a lot more direction on how to study and use online materials independently. In order to address these issues, I created a detailed course program/study flow chart and a welcome letter. Since implementing them, I have noticed that students have been more engaged, at ease and prepared during our classroom sessions. The program outlines exactly what students need to do before, during and after our classroom sessions (Preparazione-Attività in classe-Verifica), including a specific order of operations. The concept of the flow chart comes into play in the sense that coursework flows from one column to the next (Preparazione-Attività in classe-Verifica) and each column contains ordered activities. The welcome letter explains the format of a hybrid course, where and how to use course materials, and offers helpful study strategies. This last quarter in Italian 2, I experimented with Zoom, a videoconferencing platform, to allow a student to join and participate in two class sessions remotely and to record our final exam study session with the option of synchronous online access. Zoom quickly processed the recording into an MP4 file and I uploaded it on our course website for students to watch at their convenience. I plan to continue using Zoom to record more class sessions and to hold alternative online office hours for students who cannot be on campus when I am in the office. I propose to share what I have learned from teaching hybrid courses in Italian and to provide examples of the documents and recordings I created