The development and implementation of the EQF, as a meta-framework for the promotion of transparency, quality assurance, mobility and mutual recognition of qualifications, has given rise to some difficulties. These are due partly to different definitions of competences, skills and knowledge. Taking the German-speaking countries as an example, the author outlines the difficulties presented by the development of a common terminology as a basis for the common reference levels and discusses some possible consequential problems of implementing the EQF in these countries. (Contains 2 tables and 1 footnote.)