This paper analyzes the historical European influences on Latin American higher education. It describes three important types of influences: (1) academic exchanges; (2) university government; and (3) the organization of professorships. According to some experts, this century has been one of the most significant epochs of change in Latin American higher education because it has seen the combining of some aspects of the "American model," such as the concept of professionalization, and some aspects of the "European model," such as the Bologna process and the Tuning Project. This paper sees that the scenario that structures the basis of European influence in Chilean and Mexican higher education would be determined first by two external variables: (a) the cooperation partnership status achieved by the agreements and (b) the horizontal programs, which are affecting academic and research activities in Chilean and Mexican higher education. These actions represent political strategies based on international relationships, which have the effect of consolidating strong European influences. This paper describes Latin America higher education and the European influences in Latin American countries through two hegemonic tools: the Bologna process and the Tuning Project. Then it analyzes the historical relationships among the EU, Chile, and Mexico in the field of higher education and their participation in the EU-LAC [the European Union and Latin America and the Caribbean], Bologna, and Tuning processes. They are producing much more significant and direct effects in the higher education of the countries involved. These projects have found a place of intercontinental encounter in Latin America to construct there and in Europe a mega-European dream, a "common space for higher education." (Contains 15 notes.)