What do future secondary teachers know about teaching historical time?

This article presents some of the results obtained from research. The purpose was to find out what future teachers think about historical time, how they understand that their teaching has to be put into practice and, how they gather their ideas during their didactic interventions in the classroom. Following the method of Grounded Theory, we have explored the perception of 34 students of Master of Teacher training. The results show us that the ideals of future teachers about how a history class should be carried out are overthrown when they face the reality of the classroom. The tools they have, the practical training they receive, their insecurities as new teachers end up leading to traditional teaching. Therefore, reinforcing teacher’s training having to do teaching and historical time is a must, conceiving it as necessary competent learning to contribute to the development of historical awareness in in high school students.