The Bologna Process involves broader changes in the Spanish higher education system. These changes affect the structure of degrees, syllabuses, teaching and learning methodology and assessment, but fundamentally affect the culture of the university. Meanwhile, the language of competencies is becoming increasingly important in the area of the certification and recognition of learning. This paper presents the findings of a case study research project conducted with five Spanish university degree programmes. It explores, from a qualitative perspective, the experiences and conceptions of teachers about training by competencies, its assumptions and its consequences for higher education. The results show that it is necessary to critically reflect on the identified conceptions of competencies amongst teaching staff and deans, as well as the positive aspects, difficulties and prospects that they face on a daily basis and which they can anticipate, in order to facilitate implementation of this training model.