Research on what happens in early childhood teacher training classrooms when working on cultural heritage is still of little significance with respect to primary and secondary education. This work presents an analysis of the evaluations of a specific proposal, with students in initial training in early childhood education, participating in a heritage-based didactic itinerary, with trainees interacting in all the didactic processes. The research has been carried out in a specific group, with 52 students from the University of Cordoba. The objective is to evaluate the conceptual and competence contributions of this teaching practice to the training of future teachers. It is an exploratory and descriptive study, with two tools for data collection: a semi-structured questionnaire and closed questions; and a focal study. The results are quite positive, although it is necessary to continue considering a globalized and interdisciplinary heritage education, leaving aside methodologies of contemplation and exaltation of monumental heritage.