This article addresses the inherent tension in the Bologna process between the aim of convergence and the will to maintain the diversity of national higher education (HE) systems, as well as the decentralised and autonomous nature of national policy formulation on Bologna reforms. Starting from an analytical discussion of the concepts of convergence versus diversity in the Bologna documents, it assesses empirically the degree of convergence achieved so far between the HE systems of Germany, the Netherlands, France, and England. The result is that convergence in several dimensions was only modest between 1998 and 2004. The article concludes by reflecting upon this finding and discusses the implications. The policy proposals put forward are (1) to acknowledge and stress the merits of the Bologna process other than convergence, (2) to engage in a second round of reforms more clearly targeted at convergence, and (3) to address mobility and recognition issues independent from convergence of degree structures. (Contains 1 table and 9 notes.)