This case study investigates the pedagogical leadership role of the Adult Education Officer (AEO) in the area of Vocational Education and Training (VET) to meet the requirements of the Bruges Communiqué (2010). The study found that the AEOs interviewed are working to implement a confused system imported from other countries that has yet to be properly defined and named, to fit smoothly within the Irish education context. Their pedagogical leadership role is impeded by bureaucracy which has seen the introduction of policies and practices prioritising productivity over quality of service. This paper seeks to highlight the need for policy makers to clearly define the context within which the AEOs operate. This should recognise and acknowledge the potential pedagogical leadership role of the AEO to ensure a quality VET service, as proposed under the Bruges Communiqué (2010).