This paper presents a qualitative descriptive study on the explanations of three university physics’ teachers in kinematics classes with remote labs. Real experimental activities can be carried out remotely using these devices. Methodology included non-participant observation, audio recordings and transcriptions of classes that implemented a remote lab. The transcriptions of classes were analysed using Content Analysis and pre-constructed dimensions and categories. The results showed that teachers used guided strategies, recognized the ease of use of remote laboratories and their versatility to teach concepts and procedures, and understood them as a replacement for the hands-on labs. This work constitutes a contribution to the study of remote experimentation in science education, introducing the particular perspective of the teacher as an important user of this type of device because they determine the mode of remote labs inclusion in the educational proposals.