As a consequence of the Bologna process, the Faculties of Education have developed the curricula of Adult Education as a Major. Beside their own restructuring work, the Institutions of Education have also cooperated in order to develop general structures for the curricula and to discuss the core contents of Adult Education. As a result of these discussions, the recommendations by the Vokke Project have been published (http://www.helsinki.fi/vokke/english/redommendations). The purpose of the present research is to analyse and compare the written curricula of Adult Education as a Major at the Finnish universities. The main objective is to compare the core components and contents of the written curricula before and after the Bologna process. The research questions are as follows: What kind of similarities and differences there are in the written curricula between the Finnish universities in which Adult Education is taught as a Major? What kind of changes there can be found in the written curricula when the core components and contents are analysed by using the disciplinary-based classification structure? This classification structure is mainly based on the disciplinary understanding of the science of Education (Hirst 1983; Sjöstrand 1967; Jakku-Sihvonen et al. 2006; Jakku-Sihvonen et al., submitted). This type of classification structure has been used earlier in some similar studies (Jakku-Sihvonen & al., submitted; Tissari 2006) and it has been developed further in the present research.The data consist of the written curricula from the Finnish universities in which Adult Education as a Major is taught. The research is qualitative and the data analysis method is content analysis. The structure of categorization consists of the core components (theoretical substance, research methods and practice) of the written curricula and of the core contents of the theoretical substance studies in (Adult) Education.The research provides information on the similarities and differences in the curricula of Adult Education as a Major between the Finnish universities. In addition, the major changes in the curricula of Adult Education before and after the Bologna process will be reported. Hirst, P. (Ed.) (1983). Educational Theory and Its Foundation Disciplines. London: Routledge & Kegan Paul. Jakku-Sihvonen, R., Tissari, V. & Uusiautti, S. (2006). Curricula of Teachers' Pedagogical Studies in Finland. Abstract at the Conference Proceedings: Curriculum as an International Conversation. Programme and Abstracts. The Second World Curriculum Studies Conference (WCSC) organized by the University of Tampere, Department of Teacher Education & International Association for the Advancement of Curriculum Studies (IAACS) on May 21-24, 2006 in Tampere, Finland, 68. The conference proceedings are available online: (http://www.uta.fi/laitokset/okl/tokl/wcsc/WCSCAbstract.pdf). Jakku-Sihvonen, R., Tissari, V. & Uusiautti, S. (Submitted) Core Elements of the Curricula for Teachers' Pedagogical Studies in Finland. (The paper has been submitted to the review process.) Sjöstrand, W. (1967) Education as Academic Discipline. Acta Universitatis Upsaliensis 12. Uppsala: University of Uppsala. Tissari, V. (2006) Structures and Objectives of the Curricula of Teachers' Pedagogical Studies for Subject Teachers - Comparisons and Reflections between the Curricula and the Tuning Project. The abstract of the paper presentation at the European Conference on Educational Research (ECER) by the EERA, 13-16 September, 2006. Geneva, Switzerland. National or European journal. Also a special network collection would be an interesting possibility to publish the results, if possible.