Description: In Finland, all academic degree programs are following the two-tier system based on the new legislation and the Bologna agreement for European higher education area. The reform process of academic curricula is based on the module structure and in the use of the ECTS-system. At the National-Level Coordination Project of Degree Programme Development in Teacher Training and the Sciences of Education Project (Vokke http://www.helsinki.fi/vokke/english, 2003-2006) the departments of education have been co-operating in order to develop a general structure for the curricula of the science of education. This research is a part of the project. In Finland, class teacher education is a Master's degree as well as the programme for educational experts. These degrees consist of 300 ECTS. In this presentation, main results of comparative analysis concerning the obligatory literature of the educational experts and class teacher education in Finnish universities will be introduced. By obligatory literature we mean the literature in the science of education that has to be studied by all students. Optional and supplemental literature is excluded. The basic assumption is that the obligatory literature is considered to represent the most important knowledge of the field of education for prospective educators. The aim is to compare the obligatory literature with European reflections concerning core components of the science of education. Examples of these core components have been represented by European Tuning Project (Gonzalez & Wagenaar 2003, pp. 132-133 and 2005, pp. 83-84). The purpose of the research is to analyze the literature in the curricula of educational experts and class teacher education. Our interest is to categorize the obligatory literature based on sub-disciplines of the science of education and to evaluate how well the topics represented by Tuning Project are covered by the obligatory literature. Sub-disciplines used in categorizing the literature are didactics, educational psychology, educational sociology, educational philosophy, educational history, and comparative education. Furthermore, the studies in research readiness are being analyzed. The research questions are as follows: 1. What are the similarities and the main differences in obligatory literature between different educational programmes? 2. How does the obligatory literature for educational experts and class teacher education cover the core components of the science of education? Methodology: The research is qualitative. The method is content analysis. The data consists of reformed curricula of the expert education (eight) and class teacher education (eleven) in Finland. Categorizing the literature has been done by two independent evaluators. Conclusions: The research will provide information on the similarities and differences in the curricula for educational experts and the class teacher education. We will also find information concerning the similarities and differences between Finnish and common European understandings of the contents of the science of education as an academic discipline.