This article presents an in-depth case analysis of Norwegian teacher training, exploring the intricate dynamics between global blueprints, national problem constructions and local realities. As Norwegian educational policy has aligned itself with the Organisation for Economic Co-operation and Development's recommendations, the study uncovers a loose coupling between educational policy, university and university college teacher training and school teaching practices. Starting from a neo-institutional perspective, our research utilised white papers and qualitative interviews with 65 stakeholders involved in teacher training. The findings reveal a complex relationship between policy and practice, with a tendency to overemphasise problems and understate the strengths of Norwegian teacher training. A document analysis and three empirical examples illustrate how this misalignment has contributed to misunderstandings regarding teachers' competences and challenges in the field. The study also reflects on the global influences that shape domestic policy and the implications of focusing on international educational rankings. By shedding light on these nuanced connections, the article offers critical insights that recognises both the global trends and local specificities of the Norwegian educational system.