The objective of the article is to develop a model for the study of the school experience. In this direction, and as a methodological procedure, we discuss the assumptions coming from different disciplines –such as those of the “pedagogy of experience”, the “sociology of experience” or “biographical approaches”– in three central analytical axes: structure/subject relationship, exceptionality/everyday life and experience/meaning. After this exercise, we propose an interdisciplinary model for the study of the school experience that integrates the axes under discussion, weighing their conceptual, procedural and analytical implications.