This study examines two decades of efforts to Europeanize teacher education in Kosovo, addressing how European frameworks have influenced national policies and practices. Employing a qualitative methodology that integrates historical analysis with semistructured interviews of key stakeholders, the research highlights the tension between external European pressures and entrenched local traditions. Using metaphor-based thematic analysis, the study uncovers patterns of fragmented reforms and offers a nuanced understanding of policy transfer and adaptation within the context of teacher education. The findings provide critical insights into designing sustainable, context-sensitive education reforms, with broader implications for aligning local systems with international standards in diverse educational settings.