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This article looks at the preparatory class system leading to the “Grandes Écoles” and focuses on the relationship between teachers and students. It introduces the main characteristics of this special training and outlines the pupils’ features. Then, a clinical vignette illustrates the intrapsychic and intersubjective movements in the group. The pupils, struggling with the adolescence process at work, experience moments of regression, from which they escape through identification with others. If the group is well led by teachers, the pupils will feel secure, reinforced in their narcissism and ready for subjectivation. Finally, the paper raises the question of admission to the “Grandes Écoles”: it involves a delicate crossing from one group to another. This leads to a rethinking of the support given to students.