This research intends to analyze the experience of volunteer educators in the Bonsucesso Community Pre-University Entrance Examination (PVCB), inaugurated, in late 2016, by young pastoral agents from the Nossa Senhora de Bonsucesso Parish, located in the Bonsucesso neighborhood, in the city of Rio de Janeiro. The Bonsucesso Community Pre-university entrance exam welcomes students who are graduates, mostly from public schools and whose social profile is marked by low income. This work aims, therefore, from the experiences of these educators, to analyze the influence of the Bonsucesso Community Pre-university entrance exam in the professional training of teachers who develop teaching practice in the context of voluntary work. In this perspective, we seek to reflect on the role of this community education course in the professional training of these educators who exercise voluntary teaching in the space of non-formal education. The work was structured around three central axes: a brief overview of the community entrance exams; the volunteer educator and the community entrance exams; and field research, in which it was possible to perceive the influence of the Bonsucesso community college entrance exam from the perception of the volunteer educators who work there, when rescuing both individual and collective experiences. These experiences reveal the exchange process in the community space and signal how the voluntary teaching practice offered by PVCB provides a powerful space for the construction of professional teaching knowledge. In turn, it reveals how volunteering continues to enhance other expressions, such as the search for professional experience, being a fertile ground for building knowledge that strengthens volunteer teachers for the world of formal work. To obtain the results, a qualitative research was used, which conducted 7 interviews with PVCB professors. In order to substantiate theoretically, it was used, mainly Gohn (2013), Zago (2008), Tardif (2014), Santos (2006) and Nascimento (1999). Finally, this study proved to be of great relevance, since the research findings reveal new configurations of volunteering and point out the work of the PVCB as a space for training new teachers.