The Bologna Process became embraced by the Ukrainian government as one of the mechanisms to achieve the goal of changing its system of education from the Soviet to the European model. However, research points to significant discrepancies between official reports and practices, as well as inconsistencies in the Bologna Process implementation in Ukraine. Of particular interest for gauging the impact of the Bologna Process on higher education policy frameworks in Ukraine amidst the declared transition to the democratic European system is the area of teacher education. Uniquely positioned at the crossroads between the higher education and primary and secondary education systems, teacher education is significantly affected by transformations and reforms pertaining to both areas. Through the systematic review of the extant literature and documents, this paper analyzes the history of Bologna Process implementation in Ukraine, reviews achievements and challenges of educational reforms in teacher education, problematizes the nature of educational transformations based on recommendations that ignore the significance of local needs, and posits that greater attention to the actual vs. stated outcomes of Bologna-initiated policies and reforms in teacher education is needed.