The purpose of this study was to compare the perception of the teaching-learning climate in university students of two modalities in a pedagogy program. From a quantitative, comparative, descriptive, inferential and prospective approach, it considered a random sample of 194 students, distributed according to the study regime. The Enabling Learning Teaching Climate Scale (ECAFEU) was used. In both regimes, the dominant dimension is autonomous learning, and the descended dimension is environmental conditions. High scores were observed in both tests of the ECAFEU Index; However, the data provide considerable differences regarding the centrality of the teaching and learning process.