In line with the principles of the Bologna Process, teacher education systems across Europe are converging along a common path. Taking the Republic of Ireland (Ireland) as a case study, this paper examines the European agenda in relation to teacher education and asks how individual nation states are coping with the demands of greater comparability and compatibility. It suggests that while structurally, teacher education in Ireland has undergone significant reform in order to conform to a wider European agenda, significant gaps remain in existing teacher education policy particularly in relation to continuous professional development which will, if not addressed, impede Ireland's capacity to adequately prepare teachers for the challenges of the twentieth-first century. (Contains 4 notes.)