This qualitative study examines the changes introduced in curriculum policy in Kosovo in the latest curriculum reform of 2011. Framed by curriculum and didaktik education traditions theoretically, the findings reveal that introduction of key competences and associated learning outcomes in 2011 marked the most substantial departure from the previously contentbased curriculum policy in place. It is concluded that European education trends provided the macro narrative and legitimation for the 2011 competence-based curriculum reform in Kosovo.