Previous PISA results (from the 2000 survey) suggest that there might be many similarities but also differences in mathematics education between Nordic countries. The analysis of students' mathematical profiles based on PISA 2003 data should shed more light on this issue. The main idea is to construct country-based profiles of mathematical literacy and to compare the characteristics of these profiles. In order to have some reference data it is necessary to compare the Nordic profiles with, foe example, the average OECD-profiles and the profiles of some other interesting countries (e.g. Ireland, Netherlands, Hungary). Are there similarities in the profiles between different Nordic countries? What are the differences? What are the characteristics of the Nordic profiles? What kinds of explanation can be found for the similarities/differences? What are the implications for mathematics education? In the presentation, students' profiles of mathematical literacy are presented and described. Profiles are based on the PISA 2003 data, and are constructed using mainly results in different achievement percentiles and different content areas. Profiles will be further elaborated by using both different background factors (e.g. gender, socio-economic index) and released mathematics items.