Introduction: The emerging perspective of Learning Ecologies states that one of the key elements in the process of learning and professional development of the faculty is the interaction and relationship with other people. Relationships constitute an essential basis in the design and creation of knowledge networks, which, in turn, forms a basic strategy of ecological learning. Goals: Consequently, the following research is proposed, which aims to investigate the professional development processes of university teachers, focusing specifically on the analysis of interactions. Methods To respond to the stated objective, a qualitative study is proposed, framed in the tradition of Case Study research. The limits that specify our case study are essentially defined by: a) teaching excellence, b) the branch of knowledge, and c) the institution. Thus, the participants selected to be part of our study are the five best Health Sciences teachers at the University of A Coruña (Spain). As a data collection strategy, 3 semi-structured interviews were conducted with each teacher, through which we intended to assess the frequency and mode of interaction that have significantly promoted and favored their teaching development throughout their academic-professional career. The data analysis consisted of content analysis, with the support of the Atlas.ti software. Results: The results are structured according to the subcategories generated around the ecological element of interactions: professional sphere and personal sphere. Conclusions: One of the conclusions drawn indicates that the interactions most valued by the participating teachers to develop professionally are those established in the professional field (especially with students, colleagues and mentors), without denying the influence, also significant, that the interactions exert. of the most personal environment.