Summary Early Care Professionals each time rely on family-centred practices. The change in this professional practice means that when university teaching begins to address this issue, even if only on an ad hoc basis, there are serious doubts on the part of students, who are more common to outpatient practices. In this article, we analyse the doubts raised by students in the cases of the degrees of physiotherapy, occupational terapia and speech of two different universities in south-eastern Spain, when a professional early care team tells them about these family-centred practices. Teachers in some subjects taught at these grades organised training on family-centred internships within their subjects. Using a qualitative non-experimental design using observational methodology, we describe the doubts raised by 196 students attending these training actions. We also collect the answers to each of these concerns, agreed by a group of trainees. We understand that these are questions that may arise for professionals or students, given that the process they are going through in order to understand and adopt family-centred internships is often similar, so their knowledge and dissemination is useful. Our results point to differences in the doubts raised by students at different grades, which may reflect differences in their clinical training and previous training received in early care. The importance of this training in future students with qualifications enabling them to carry out their work in early care is advocated.