This publication examines the influence of learning outcomes on teaching practices in vocational education and training (VET) through data from case studies across 10 countries: Bulgaria, Ireland, France, Lithuania, Malta, the Netherlands, Poland, Portugal, Slovenia and Finland. The research reveals that, while national policies across the countries promote learning outcomes as a key element of VET, the extent to which they influence classroom teaching practices varies. It highlights that teachers in most countries demonstrate considerable autonomy in choosing teaching methods aligned with learning outcomes, but they face challenges due to unclear or restrictive learning outcome definitions. The study also finds that students' awareness of learning outcomes is strongest in countries where these approaches are deeply integrated in both national frameworks and classroom practices. The findings underscore the need for better alignment between national policies, school-level practices and teacher preparation, to ensure more effective implementation of learning outcomes in VET.