The paper seeks to understand how higher education policy from the European Community is defused and transferred to Armenia, a developing country. Particularly, this study aims to delve deeper in the actual implementation process of higher education reforms in Armenia through teachers' perceptions. The findings mainly reveal that teachers do long for productive and effective changes to take place. What causes frustration and, consequently, distrust and resistance towards the reforms is the way the implementation of the reforms are organized and how the actual reforms unfold in the universities. (Contains 9 tables.)