Those who teach in today’s classrooms have a prior history as a student in schools and universities. In these scenarios, there existed a hidden curriculum that influenced the established practices and relationships at that time. In this context, the study aims to describe the formative experience of beginner teachers and its impact on current pedagogical practices in the framework of school coexistence. Using qualitative methodology and based on an interpretative paradigm, a case study was carried out, in which 10 beginner primary-school teachers participate in episodic interviews. The analysis was conducted based on discursive psychology. The results were organized into the categories of school experience, university experience, the impact of the experience as students on teachers, and current practices. They show the experience of violence in their trajectories, either as targets or observers. By reflecting on this story, in their actual experience as beginner teachers, they favor practices that ensure the well-being of the students because they establish this as their goal. However, they occasionally carry out these practices without considering their own well-being due to the characteristics of the work context. In this way, considering the importance given to relationships within the school community, conclusions are drawn regarding the transformative potential of beginner teachers with respect to their relationship with the students. The goal is to highlight the positioning of these actors from their agency and their reflection on the impact of their practice.