Purpose: This study aims to consider the complexities of planning and implementation of a reform in the Swedish system of higher vocational education and training (VET). The study object of this article is the Swedish reform with advanced vocational education (AVE). The two main questions the study aims to address are: "What are the main driving forces behind the formulation of AVE?" and "How is AVE implemented into the system of continuing vocational training?". Design/methodology/approach: This study is designed as a multiple case study, exploring different issues in the reform of AVE. These issues comprise organisation and structure, workplace learning and transition from AVE into working life. From a theoretical perspective, this study uses the analytical model of educational reform development by Lindensjo and Lundgren where reforms are perceived to take place at two different contexts in society. Findings: The findings of this study suggest that with AVE a number of educational innovative features were introduced which generally had a positive impact. From the context of formulation, findings suggest that consensus among the central level stakeholders for how AVE should be designed was reached through the joint work of organising programmes during the three-year pilot project, in combination with the concurrent restructuring of working life. From the context of realisation both educationalists and employers perceived the possibility of designing AVE programmes in co-operation based on local level requirements as positive. Research limitations/implications: To achieve demands for validity and trustworthiness, this study uses multiple sources of data gathering, applying data-triangulation. Nonetheless, this study has some methodological limitations that need to be addressed. In terms of theoretical perspective, the analytical model could appear as simplifying the complex social processes that take place when reforms are being implemented in educational institutions and within working life. Originality/value: This study provides evidence that developments in Swedish society and working life have together created conflicting demands among the stakeholders about how VET should be organised, the mode of delivery and relations towards the labour market.