<p>In this paper we analyze the construction of the professional competences of psychology students through their participation in professional practice scenarios. Research departs from a conceptualization of the competition as integral and situational, from a socio-cultural perspective. The methodological approach is qualitative with ethnographic design. Participant observations and in-depth interviews were conducted to 16 psychology students. Through analysis of content, four axes of analysis were identified on the perceived changes in the professional competences of the psychologists in formation; self-regulation, integration of knowing what and knowing how, sensitivity in working with users and conducting their identities as therapists. The active participation in the scenario of professional practice favors the construction of professional competences.</p>