In the Netherlands in senior vocational education (mbo) a major reform is the introduction of competence based training (de Bruijn, 2004). Central aspects are: a) integration of knowledge, skills and attitudes in terms of professional competence as intended learning outcome of courses; b) courses make use of lifelike tasks in realistic contexts; c) authentic and functional learning is supported by learning of underlying knowledge and training of specific skills; d) assessment and evaluation during courses are supportive to learning processes (relating to both specific components of competence and metacognitive skills and professional development); final assessment focuses on the quality of professional performance in authentic contexts. Teachers and practical trainers become (adaptive) coaches and models in order to support the new learning processes. Team teaching (including co-operation with trainers at the workplace) is seen to be highly relevant to fulfil these new roles of teachers and trainers. The main aim of the research project was to clarify how teachers put these concepts into practice and how their students experience this. Not only were we interested in teachers' actual behaviour, but also in their reflections and theories in relation to their activities and ambitions.The results of the study might contribute to specification of the concept of competence based vocational training at the micro-level of teaching and learning processes. Theoretical concepts about the new role of teachers and learning activities of students (Simons, Van der Linden & Duffy, 2000; Deitmer, 2004; De Bruijn, 2005) are confronted with behaviour and theories of teachers and learners themselves. The practical significance of the study is the usefulness of the research material, i.e. examples of teachers' activities and reflections and the suggestions of students to improve guidance of their learning processes, for innovation processes in vocational schools, in particular with respect to the role of teachers (Windschnitl, 2002).The research was an in depth study focusing on teachers with some experience on competence based training in order to detect new routines and somewhat elaborated work theories. Ten teachers and 135 students from 4 regional vocational colleges (ROC) and 1 school for preparatory vocational education (vmbo) were engaged in the project. We used the methods of concept mapping and stimulated recall interviews to investigate teachers' behaviour and work theories. Group interviews were used to explore the experiences of students and a questionnaire was addressed to the student to learn more systematically about their motivation and learning theories. Analyse was done by within site (teacher) and cross site analysis. ? We identified four concept that are central to competence based vocational education: powerful learning context; linking proven and experimental teaching methods; development of professional identity as central aim of courses; self regulation. ? The researched teachers show interesting examples of how to put into practice two of these four central concepts, namely 'linking proven and experimental teaching methods' and 'self regulation'. They find difficulties in creating a 'powerful learning context' and 'development of professional identity as core of the course'. ? In their work theories about knowledge as a constituting part of competence, teachers still define knowledge in terms of subject knowledge or formal knowledge and not in terms of personal, professional theories of students. Attention to career ideas, motivation of learners is separated from reflection on professional attitudes which again is not integrated with lessons on profession oriented subjects. ? Students are motivated and satisfied when teachers' activities are adaptive to their learning needs on a just in time basis. They stress a balance between laissez faire and directive teaching. If teachers fade too much students are rather negative. In general students are motivated by the new teaching methods.Bruijn, E. de. (2004). Changing pedagogic and didactic approaches in vocational education in the Netherlands. From institutional interests to ambitions of students. European Journal of Vocational Training, 31 (1), 27-37. Bruijn, E. de (2005). Powerful learning environments in vocational education: design principles and effects. Presentation held at the bi-annual Conference of the European Association for Research on Learning and Instruction. Cyprus, 25 August 2005.Deitmer, L. (2004). Action Research in pilot projects. In E. de Bruijn & A. Westerhuis. Research and innovation in vocational education and training (pp. 15-31). 's-Hertogenbosch: CINOP Expertisecentrum. Simons, P.R.J., Linden J.L. van der & Duffy, T.M. (Eds.). (2000). New Learning. Dordrecht: Kluwer Academic Publishers. Windschnitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural and political challenges facing teachers. Review of Educational Researcher, 72(2), 131-175. International, scientific journal.