Background. Higher education for the professions and higher education curricula, which integrates a philosophy of profession could be seem to be far removed from the core of liberal higher education (Paisey & Paisey, 2004). The higher education is characterized by the process of learning, rather than simply the knowledge learned and competences acquired. Knowledge and competences as this study had illuminated, is the main concern of higher education in the four professions considered in this research. While knowledge and competences is clearly important in a professional context, it is no longer possible to learn 'all' about the discipline and acquire 'all' competences as a constant standard related to concrete profession; so it is necessary for students to understand the philosophy of their profession that will enable them to reflect their learning and to update their knowledge and competences after they leave university or college. Curriculum development within professional disciplines faces a number of pressures: a broad curriculum is considered to be important in producing a rounded graduate (Dean, 1988), and there are requirements for knowledge to be adequate and relevant and for research to be applicable, i.e. practical (Hammersley, 1992). But in higher education students are encouraged to evaluate, criticize and engage in their studies with detachment and this not always is connected to practical contexts. Vocationalism has therefore coexisted with liberalism within the higher education sector since earliest times that there is no single concept of higher education (Paisey & Paisey, 2004). Integration of a philosophy of profession in higher education curricula is a path that is worth pursuing for it leads in the right direction: towards an education where students learn to understand the meaning of their experiences, towards a profession that values its practical expertise, towards a research tradition that had a language that adequately expresses the work and finally towards a discipline whose knowledge not only embedded in concrete practice but can be expressed in new and transforming ways (Boud & Walker, 1991; FitzGerald & Chapman, 2003).Research problem. The research emphasizes on issues that include these research questions: What are the enhancing and hindering factors affecting the integration of a philosophy of profession in higher education curricula? What are the enhancing and hindering factors underlying students' understanding about a philosophy of their profession as expressed in what is experienced as meaningful in higher education? Aim. To uncover and explore the enhancing and hindering factors affecting the integration of a philosophy of profession in higher education curricula. Methods. Data collection: written essays (with the narratives in every included). Data analysis: qualitative content analysis. Sample. Total sample - 150 respondents - university and college students from nursing (50 participants), kinesitherapy (50 participants), social education (50 participants). Results. 1) Broad interpretations of a philosophy of profession were found ranging from 'traditional' based on knowledge and skills acquirement to 'progressive' based on critical and reflective thinking and theory - practice integration models. 2) In general a philosophy of a profession is not integrated into higher education curricula. 3) As the research study result an evaluation model has been devised to identify factors, which enhance or hinder the integration of a philosophy of profession within the higher education curricula. Implications: 1) The 'traditional' models of a philosophy of profession emphasize big amount of theoretical knowledge mainly, and 'progressive' models focus on competences that require the abilities to integrate theory and practice, to empower the self for purposeful activity in different contexts and etc. 2) A philosophy of profession is represented in curricula poorly and appeared fragmented. 3) Enhancing and hindering factors affecting the integration of a philosophy of profession are divided into three levels (external, internal and intermediate) and include orientations to students (personal qualities, styles of learning, self - motivation and empowerment to studies), their family members (support, understanding), colleagues students (good communication, feedback), lecturers (professional qualities, competence, teaching styles, ability to influence), practitioners (professional qualities, competence), educational institutions (philosophy of study process, educational support - libraries, computers, support and freedom to reflect and develop), practical organizations (philosophy of organization, good communication between students and practitioners, psychological support for adaptation), clients (possibility to see results, freedom to communicate and act for client's interests and needs) etc.