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This article aims at exploring the constitutive dimensions of citizenship in higher education, particularly in the realm of the first stages of the Initial Teacher Preparation. Informants were encouraged to produce a written statement about their own experience as students in relation with their professors. Two interviews were carried out with former students of a Primary Education graduate program of a Public University in Madrid. The analysis of their written statements was carried out through the technique called structural semantics. On the whole, three dimensions of citizenship were identified. One related to the appropriateness of the professors; a second one referring to professors-students relationship; and the last one associated to the usefulness of contents included in the course. [ABSTRACT FROM AUTHOR]