This presentation will focus on 1) the ideological discourse of the introduction of the Bologna process in Iceland by the ministry of education, science, and culture and 2) how it was received in two Icelandic universities, the University of Iceland and the University of Akureyri. Importantly, in Iceland, a new legislation requiring accreditation of all university programs and the establishment of a national quality framework, coincided with the introduction of critical features of the Bologna Process, namely the implementation of learning outcomes. Our assumption is that some other features, such as the three-tier system of bachelor, master and doctoral degrees, the division of programs into ECTS-credits, and the diploma supplement, had been less problematic in terms how to introduce them. We will investigate these relationships. The story of the Bologna Process induction will be told from the perspective that both presenters were highly involved in the process as curriculum advisors within their universities. One author has been an advisor on the national level and the other author was an acting dean of faculty at a critical time in the accreditation process.  Other data includes discourse analyses of European and national government documents as well as formal and informal interviews with deans and other administrators.