This article offers a reflexive analysis around a collective teaching experience that took place in the Sociology department of Nantes University (France), between 2016 and 2019. The course had the students carry out an ``auto-socioanalysis''. This paper analyzes this experience as a relative ``success'', not necessarily in the institutional sense, but by taking a subjective perspective and by questioning the different dimensions of ``success''. Although according to institutional indicators, what the exercise accomplishes appears to be marginal, we underline the way in which teachers/lecturers and students seize it and invest time and energy in it. The mechanisms of this particular success illustrate the way students' and teachers' experiences and their relationship to university are being transformed.