This article compares the results of the implementation of the new bachelor-master system in the Netherlands and Germany. The Bologna Process presents the common European context for this reform process. However, the respective national contexts differ, and so do the actual implementation processes and the emerging outcomes. For each of the two countries, a limited number of aspects of there forms that emerged as most relevant are highlighted. In the final section, some commonalities and differences are discussed.The former mainly concern the characteristics of the binary system in both countries and the introduction of accreditation in relation to the bachelor-master system. With respect to thelatter, the implementation strategy and the funding conditions are most strikingly different, related to the fact that in Germany the new system is implemented in parallel with the existing system, whereas in the Netherlands the new system will replace the existing one.