This paper presents an experience in which Lesson Studies (LS) are viewed as a lever for improving university teaching in Spain. The expansion of the LS model in the West is an indication of its value for improving teaching and provides us with different interpretations and variations of it. We will describe a process of Participatory Lesson Study (PLS) within the field of Initial Teacher Education (ITE) which incorporates university students in LS cycles. This work is recognised within the qualitative research paradigm. The results illustrate that when we incorporate students in research processes teaching becomes more democratic and collaborative and new learning opportunities for university teachers in their teaching practice arise. At the same time, LS is a tool that facilitates joint reflection by teachers on their own practice and the development of practical knowledge. The incorporation of students in the reflection processes on our practices can be viewed as an original and genuine strategy that facilitates access to areas that are not usually explored in decision making in our research lessons.