This research analyses whether future teachers are able to detect exemplary situations of inequality and symbolic gender-based violence in educational settings. To this end, we have proposed qualitative research, based on a questionnaire and focus groups, which will help us achieve the objectives of our work. The sample consists of students from the Master’s Degree of Child and Primary Education. The questionnaire contained situations – problems that may arise in schools and raised exemplary situations of inequality and symbolic gender-based violence. With regard to the results obtained, we can see first of all how students find it difficult to detect the existence of covert inequalities in the situations in question, which is not the case in the most obvious situations. We believe it is necessary to put forward training strategies for future teachers, which will deepen the understanding of the factors and mechanisms that create these inequalities.