This research aimed at investigating conceptions, cultures, epistemologies, personal and professional practices and knowledges that favor the learning of teachers in training or provide obstacles to this learning. Eight alumni of the Exact Sciences Teaching Masters’ Degree program participated in the research. Data were collected by means of semi-structured interviews that were recorded, transcribed, reviewed and corroborated by the interviewees. The survey adopts a qualitative case study approach, and information was treated according to the rules of textual discourse analysis. We observed the importance of the participatory and positive environment experienced by students during their learning process in the Masters’ Degree program, which significantly favored the improvement of the teaching practice. We point out the importance given to the group, to the exchange of experiences, and to the relationship among students and among students and professors, as well as to the interdisciplinary work.