In recent years, vocational education in Sweden has been placed under the umbrella of the universities, made both academic and the object of research. In this position it has been criticised for its lack of integration between the theoretical and practical components. Within teachers' training the tradition has been that those parts placed under higher education equip students with tasks that are required to be carried out under the practice based components, you "test the theory in practice", though instructions for teachers' training postulate that the theoretical discipline shall be more closely anchored in concrete, practical experience than previously. In a newly initiated project, financed by the National Science Council in Sweden, studies will be performed during the period 2005-2008 to develop knowledge pertaining to the consequences of attempting to manipulate the traditional positions. How do occupationally-engaged teachers formulate their area of knowledge? To what extent can this area of knowledge provide the basis of teaching in the higher education placed discipline and does this arrangement influence the experience of increased integration in - and between separate disciples of - vocational education? Education may be constructed and considered in a variety of different ways and from different fundamental principles. We often apply the concepts theory and practice as though these were two separate entities. In the project, we use as our point of departure the consideration that the relationship between theory and practice is more complex. From socio-cultural theorizing may the higher education placed discipline - theory - and the occupationally placed education - practice - be described as two social engagements with partially separated perspectives on teachers' areas of knowledge. One basic principle is that knowledge is accrued through collaboration within a context. One learns through taking part in different social engagements, a so-called master-apprentice learning model. Another typified principle to be considered and analysed is the action-reflection model. In this case, the purpose is observe as many different situations as possible, with the aim of critically analysing and applying them to problems. Qualified occupational training consists then of questioning ones' actions and weighing different alternatives against each other from the perspective of theoretical instruments and reflection. In our study, we primarily attend to and apply to problems the praxis-related 'on-the-job' knowledge, and using as starting point the concepts upon which the master- apprentice model is based, study how (and if) occupationally-engaged teachers should really tackle the task of formulating theoretical assignments directed towards the higher education placed disciplines of teachers' training; what their content ought to be and how they ought to be handled by the academy. Our intention is that the analysis should contribute to a critical application of problemising the master-apprentice model and the identification and development of alternative understandings in order to derive the most fruitful unification of master teaching and theoretical reflection. The ambition of the project is to make a contribution to the development of knowledge pertaining to practice and theory in occupational education and will generate not only pragmatic and necessary insights about possible relations within and between teachers' training disciplines, but also present a step towards the understanding of how teachers' professional goals may be constituted, performed and negotiated. In our paper we will describe the project design and theoretical standpoints. In the presentation, we invite discussion concerning its divergent paths.