This article investigates how the Organization of Economic Cooperation and Development (OECD) has influenced the shift in the meaning of the term "competence" in Norwegian education policy in the past two decades. Broadly put, researchers typically describe how members of international organizations initiate, design, and organize processes and programs to influence domestic policymakers and their attempts to reform and transform national educational systems. The questions of how, to what extent, and with what consequences are constantly debated. Given the increase in international influences, the implications of international organizations' influence at the national level are critical. The OECD's influence on educational reform, especially through the Program for International Student Assessment (PISA) results, has been extensively investigated throughout the last decade (Dobbins & Martens, 2012; Grek, 2009; Hartong, 2012; Smith & Exley, 2006). Few studies, however, have focused on specific concepts developed by the OECD or examined the role these concepts play in producing and framing new education policies. Prominent concepts are politically important, yet they are often taken for granted.