This article analyzes the effect and impact that practices
curricula (Practicum) of the Degrees of Infant and Primary Education generated in the people and institutions involved (schools and Faculties of education) in the opinion of institutional leaders, Tutors and students. From a qualitative and descriptive perspective, it has conducted a multiple case study in 16 educational centers that welcome students in third and fourth year internships at the University Autònoma de Barcelona and the University of Lleida in the aforementioned cases. Data collection has contemplated interviews semi-structured (N = 102) to coordinators, students and tutors of the center and faculty of both grades, the analysis of 28 practice reports and the
holding 2 discussion groups to contrast and analyze the findings. The mixed coding and categorization approach has been used to Data analysis The results inform that the Practicum contributes to the development of student competencies and positively impacts in the professional development of school and faculty tutors who tutor students in practices. On the contrary, the impact that could generate the Practicum at the level of the institutions involved is less than what we would expec. The Practicum generates work dynamics that impact mainly in a classroom, but not in the center; in the faculties, it generates an indirect impact through faculty tutors, as long as they update the contents they impart; and few synergies are generated between schools and faculties in the context of the relationships established between professionals of both institutions.