As the Bologna process emerged in the framework of European integration, its objectives are closely linked to the process of voluntary convergence of public policies of members of the European Union. In this context, it can be challenging to understand possible convergence or divergence trends in Bologna member countries that are outside the European Union. In this paper, I develop a theoretical framework based on Acharya's (2004) norm localization theory to analyze the historical and present factors of borrowing and adoption of the Bologna standards in Kazakhstan. While the findings suggest that convergence to the Bologna model will be limited, the identified short-term outcomes of the Bologna process include adopting the Bologna-driven competence-based approach. In the long term, the competence-based approach could replace knowledge-based education in Kazakhstan. The analysis reveals the importance of domestic factors for educational policy borrowing.