Introduction: this work narrates the experience of the implementation of CSE (Comprehensive Sexual Education) in Argentina, at the Faculty of Humanities, Arts and Social Sciences of the Autonomous University of Entre Ríos, within the “School Program of Comprehensive Sexual Education” (SPCSE) developed at compulsory schooling in the voices of teachers and the school management team. Aims: The aims of this paper are to share some of the issues that characterize the SPCSE modality, some progress and obstacles of its implementation, as well as to value the experiences of those who carry out the CSE, in order to know what happens when it comes to the classroom. Methods: it was qualitative, through the use of questionnaires to 13 elementary teachers and in-depth interviews with 5 key informants for the role they played in the management. They were analyzed and relevant data were selected, central ideas were elaborated and relationships and reflections derived from this process. Results: As obstacles or initial resistances, training, relationship with families, school practices, among others, predominated. As potentialities, those who embraced the CSE see it as enriching on a personal and professional level, not only in relation to the contents and the predisposition for learning, but also in the construction of more affective relationships. Conclusions: We recognize the great transformation potential of the CSE. Its implementation requires a systemic and sustainable change. In this sense, those of us who are part of this program are highly committed to developing strategies to face the difficulties and weaknesses in order to meet the needs of each school community. In order that the respect for human rights is visible and real, they are principles and convictions that are supported by the policies of the faculty.