The cultural approach that is developed at the beginning of this article about "heritagization" processes, allows profiling three different agencies involved in these processes, therefore, an institutional agency, an individual agency, and a community agency are drawn; the last three agencies also determine the characteristics of their own processes, finding different approaches and aspects in the economic meanings and even in the evaluation assets themselves. Approaching this phenomenon through heritage education, and more specifically from the OEPE (Spanish Heritage Education Observatory), we find a starting point for the procedural route designed by Fontal (La educación patrimonial: teoría y práctica para el aula, el museo e internet, 2003) and extended by Gómez-Redondo (Gómez- Redondo ("Identización: La construcción discursiva del individuo." "Arte, Individuo y Sociedad," 23(2), 19-28, 2012), it serves us here as a measure for the evaluation of several educational programs. This and other parameters have been used to classify educational projects undertaken in Spain, and this is the environment where one realizes the magnitude and consistency of the process for creating a database. The next step, therefore, is to evaluate the educational programs that have been catalogued. In this article we propose some examples of qualitative evaluation of various educative designs that we analysed and which will provide information about the walking direction of heritage education in Spain, even they will allow us to detect and to infer characteristics of heritage education models, serving agencies to design models similar to the ones proposed in this article.