This work, situated within the field of studies on popular pre-university pre-paratory courses, aims to present the trajectory of Curso Pré-Vestibular Prepara-NEM from the perspectives of participants of its first group, whose classes were held in 2015. The study was developed using a qualitative methodology, with a bibliographic review for building its theoretical foundation. Data and information were collected in semi-structured interviews with nine people, including former students, teachers, collaborators and the conceiver of the enterprise. Two main analytical categories were considered: pre-university preparatory courses, in ac-cordance to Nascimento s (2012) and Santos (2006) perspective stating that such courses act as a place of social movement, since that for their students it is not only about studying to pass on admission tests, but also about developing awareness about multiple inequalities that permeate the inclusion of specific subjects on uni-versities; and Affirmative Action Policies, seen as stated by Gomes (2011) as social politics of recognition that act as compensatory measures aiming at promo-ting the constitutional principle of equality favoring populations that face unequal situations. The results of this study showed that PreparaNEM stands out as a prepa-ratory course conceived for travestis and other trans people, with unique features: it is not hierarchically organized, it prioritizes the protagonism of trans people and, since the course does have its own physical space, its classes take place in spaces provided by partner organizations. We consider that the education envisioned by PreparaNEM contributes to developing reflections on education and socialization of travestis and other trans people, to developing the students autonomy and capa-bility to resist against the manifest transphobia that is evident in the society and specially in school environments, and to the construction of the group s organiza-tion as a network for affection and solidarity. Those aspects allow us to characterize this project as a pioneer one within popular pre-university preparatory courses, re-vealing that the importance of this experience is intersected with the notion of citi-zenship, since the inclusion of travestis and other trans people in universities make them emblematic personalities and active agents in the construction of the narra-tives of their lives.