Initial teacher education (ITE) has attracted the attention of many researchers worldwide aiming at discussing its curriculum and rationale, but essentially its impact on the education and professional socialisation of pre-service teachers. This paper looks at the major trends in the recent ITE curriculum in the Portuguese context, as a consequence of the Bologna process which has been in place in European universities over recent years. In particular, it analyses the curriculum of ITE, drawing upon both European and national policies, and it discusses, within these new contexts of ITE, some of its key components and remaining problems. The paper ends with some final thoughts in regard to major current issues facing ITE as well as their implications and ways of looking forward.