This chapter analyses policy learning about higher education (HE). It draws on Dunlop and Radaelli’s typology of learning and the use of policy knowledge that contributes to the diffusion of HE policies within and across countries. It develops an account of learning through a comparative analysis that examines the implementation of the Bologna Process, internationalisation policies and legal provisions for the recognition of qualifications, with examples from Sweden and the UK. The chapter argues that reflexive and hierarchical learning have both soft and hard versions which can overlap and be linked over time. While reflexive learning is associated with the development of HE policies at a national and primarily education institutional level, hierarchical lessons, are accepted by national policy makers and resemble policy transfer.