Despite some recommendations of the Ministry of Health and Social Services (MSSS) to better integrate and serve the carer, the fact remains that socio-economically disadvantaged clientele are identified as vulnerable groups that are difficult to reach. For example, it is difficult for health workers to understand their perception of the disease and their reality in poverty (Colin, Bibeau, Martin, Laplante, 1990). Understanding of the reality of the lives of caregivers can influence our approach and care. In turn, the latter have an impact on the life paths of the people met. Therefore, as suggested by Hesbe (2002), Holmes and Perron (2006) and H. Laperrière (2006), it is important, as a nurse, to engage in a reflection that questions our practice among people living in poverty. The aim of this study, which favours the anthropological approach proposed by Collière (1982, 2001), is to explore the intervention spaces of CLSC nurses in a context of poverty — vulnerability — HLM to better understand the impact of speech and vision on the life paths of vulnerable people. In this qualitative ethnographic study, the results were obtained through semi-structured individual interviews with seven residents of a Quebec HLM. The analysis of the data was carried out according to the first five steps identified by Paillé (1994). The analysis of the verbatims revealed two main themes which refer to the participants’ perception of the impact of the speech and the eyes of CLSC nurses on their life cycle. These topics are: dialogue at the heart of care and buoyant intervention. Three sub-themes emerge from the first theme: (1) the establishment of a significant link through proximity; (2) a speech, a gesture and a listening which go beyond the obvious; (3) an opening of all possible options. In relation to the topic of the learned intervention, two sub-themes were presented: (1) left ununderstood and ununderstood; (2) stories of caregivers in their particular life situation. The summary of the results shows that when dialogue is at the heart of care, this favours a sense of ± liberal “care” power. Through respect, listening and mutual trust, dialogue promotes the involvement of the carer in order to develop their abilities and autonomy (empowerment) (Zamaron, 2000). Care is taken when it takes time and means to share (proximity) the daily lives of the caregivers. Each resident has its own identity, which is the progressive accumulation of life experiences and encounters that have a different effect. All residents mentioned their willingness to speak in a context where they will be heard. They are aware that where this space for dialogue is possible, they can express the singularity of their case and that it is through their history that care can be taken. Recommendations on the overall and continuous understanding of the vulnerable person by nurses are made.