In Finland, based on the new legislation and Bologna agreement for European higher education area (The Bologna declaration of 19 June, 1999), all academic degree programs will follow the two-tier system. The main topics in Finnish policy papers have been the following: promoting mobility of students and university teachers, comparability of European degrees, quality assurance, and European dimension. The new legislation emphasizes competence for working life. (http://www.minedu.fi/minedu/education/bolognaprocess.html) At the faculties of educational sciences discussions have aimed very much for developing up to date and valid academic education for teachers and experts in education. Especially mobility of students and academic staff has been widely accepted political topic among university personnel. The leading principles in the development process have been emphasizing the relevant content and research based teaching. Most faculties of educational sciences are developing thematic curricula that promote the research orientation institutes and academic personnel have. Some faculties will have disciplinary based curricula. Therefore, eight faculties of educational sciences will have partly similar and partly profiled curricula. In every faculty there are two different curricula in education: one for teachers and one for other experts in education. In this presentation, we are reporting some of the preliminary results of the research, which is a part of the National-Level Coordination of Degree Programme Development in Teacher Training and the Sciences of Education (VOKKE) project. At the VOKKE project (2003-2006) all of the Finnish universities have been co-operating in order to develop a general structure for the curricula of teacher training and educational sciences. In our research, we are comparing the curricula of education programs of eight universities before and after the new legislation. The main task of the research is to compare the curricula for teachers and for other experts in education, and to compare the aims of the study programs. One of the goals of the research is to understand, how the professors describe the meaning of changes related to the new demands and influences that the Bologna process brings with it. We are interested in what kind of conceptions the professors have concerning the educational aims of educating teachers and experts and how these aims are expressed in study programs. The data consists of written study programs, as well as of interviews of professors. In this presentation, we are reporting a selected part of the data. The data analysis method is content analysis.