This study constitutes part of a larger investigation, which focuses on school recess, understanding that it is a bridge between what happens inside the school and what happens outside it; Its central purpose has been to interpret the experiences that teachers in training have had in relation to School Recess as a space for play, social interaction and cultural transmission.The study has been carried out from the qualitative analysis of 63 autobiographical narratives of a total of 143 students consulted during the first year of Pedagogy in Physical Education, Pedagogy in Primary Education and Early Childhood Education.The main findings indicate that their memories of school breaks refer to four central themes: the type of bodily practices carried out, the perceptions of these spaces, the interactions that occur, and the evaluations and criticisms that are constructed in this regard; highlights the gender behaviors that arise spontaneously in this space, differentiating themselves in bodily activities that are preferably carried out by women and men; however, what is common to both groups is the motivation to win the game and the opportunity to freely interact with their peers. Finally, point out that in the face of social changes such as those produced by the current pandemic, they invite us to continue inquiring about School Recess as a space for play, communication, and cultural transmission.