Against the background of a project on education transfer in the field of curriculum development from Germany to China, this article will theoretically discuss the professional competence of teachers who are employed in the training of nursing specialists. As a reference framework for this discussion, various concepts are used as differentiation categories: double case and system reference, regulated and non-regulated professions, competence development and competence models. As a result, it can be seen that with regard to the curriculum development in Germany, the development of professional competence among teachers begins with a five-year academic teacher training programme and this development is continued with a subsequent pedagogical-practical training period lasting several months. In China, on the other hand, a Chinese-German project was aimed to develop professional competence with regard to curriculum development in a training programme lasting several days over a period of several months. The present article also shows that a good teacher training programme—in China as well as in Germany—also requires highly didactically trained lecturers in order to meet the special conditions of the “triple case and system reference”.