The focus of this paper is the enactment of competence-based VET curriculum in Italy and in Lithuania from the point of view of VET actors. It is based on qualitative semi-structured interviews with vocational teachers and trainers and administration staff. In both countries orientation of VET curricula on competencies remains the core curriculum formation principle. CBE approach is in particular salient in Lithuania. In the paper we explore teachers’ practices in curriculum making, training and learning organization, instruction and assessment and present their challenges. We also give first insights into the emerging broadening teachers’ competencies demands.