This is a study of Norwegian and New Zealand teacher educators' attitudes and understandings of what constitutes learning in schools. Excerpts of curriculum differences between the countries were used as catalysts to gain insight into teacher educators' espoused theories regarding their understanding of learning, using examples of skill-based and competency-based perspectives on learning. This article describes reactions from Norwegian and New Zealand teacher educators when presented with examples of these two different educational cultures. The majority of both the Norwegian and the New Zealand teacher educators express a critical stance towards a skill-based perspective when asked about the matter. A concern regarding political pressure as an agent of change in educational systems was explicit in both countries. Norway appears to be politically governed top down to a greater degree than New Zealand, and this article examines whether the top-down governing of education can lead to discrepancies between formal curriculum, perceived curriculum, and operationalised curriculum. The findings indicate that such discrepancies exist among Norwegian teacher educators. The results show that inconsistencies of this nature could affect teacher educators' motivation for their profession and can be perceived to undermine the trust that practitioners have in their professional and pedagogical competencies. This article contributes to broadening the understanding of how the governing of education could affect practitioners at a time of political pressure and requirements for measurable results.