Science education is not equally accessible to all population groups. Adults in contexts of exclusion and with low education levels tend to be disconnected from scientific knowledge, and vulnerable groups of children and youth tend to present lower access to and interest in scientific content and develop less scientific vocations. Previous research has shown that activities addressed to bring science closer to vulnerable populations have a positive impact on reducing this inequality regarding their access to and interest in science. However, less is known about the impact that sharing scientific content with vulnerable people has on the university professors and researchers conducting these activities. Using a qualitative approach, this study analyses the perceived impact that a program aimed at promoting access to science to highly vulnerable people, including children and youth in residential care and adults deprived of liberty, had on the researchers implementing it. This study finds that participating in the program had a transformative impact on the researchers, including enhanced awareness of the participants’ reality, empathy, developing engagement strategies, and overcoming prejudice, showing that not only do vulnerable groups benefit from participating in science-related activities but it also has a positive impact on the scientists engaged in the dissemination activities addressed to these populations. The study also shows that the dialogic approach used in the program contributed to overcoming barriers in the relationship between the academy and vulnerable sectors of society, revealing a feature other programs in different contexts can capitalise on to build more inclusive access to science.