The work is part of a research project about “The building of professional identity of teacher students in Andalusia (Spain). This inquiry examines the experience and visions of a group of student teachers in three biographical moments: (a) when they were school pupils; (b) in pre-service teacher professional development degree; (c) in the early years of their professional careers. It is a narrative research spread over 3 years, which is developed in four universities of Andalusia (Spain). For the purposes of this paper we focus on the first phase of the research, analysing 51 school accounts of students in the first year of primary school teacher degree at the University of Malaga. We discuss the results, which are based on the stories, around these foci: school routines and the educational models they represent; the idealization (positive or negative) of the teachers when they were school students; school practices oriented to order, discipline and evaluation; emphasis on “non-school” life experiences inside school; lack of gender models; strong incidence of the relationships. These factors contribute to generating professional models in primary student teachers incorporating a representation of the profession and the systems of thought and action to develop.