The thesis aims at establishing what teachers of programme specific subjects state is the foundation for their assessment at the Hotel and Restaurant Programme (HR-programme). The theoretical framework of the thesis is based on social constructionism. The respondents were practising teachers of programme specific subjects at HR-programme. The empirical data based on interviews and video interviews was analyzed with: types of knowledge, key qualifications, specific vocational knowledge and skill and levels of expertise. Seven key qualifications have been discerned: independence, planning skills, problem solving skills, co-operation, customer contact, communication and power of initiative. These can be divided in three dimensions: personal, cognitive, and social/interactive. For the student, the most important to focus on for getting a higher grade is independence. Five categories of programme specific subjects have been identified: understanding the vocational area, skills in working techniques and methods, hygiene and handling work tools, as well the ability to see the whole and to act simultaneously. Differences in qualifications between levels of expertise can be identified in skills, speed and comprehensive thinking which appear to be valued more by the respondents. Key qualifications include all types of knowledge, theoretical knowledge, practical mastery and appropriate action but also a keen mind for reflection over ones actions. Appropriate action in general is assessed on the level of overall focus, the highest level of expertise, and theoretical knowledge the lowest level of expertise. There’s concordance between respondents on assessment of knowledge and skills. Students have to have a great part of specific vocational knowledge and skills to achieve the degree of Pass. The respondents’ descriptions and appraisements of what is assessed reflect their vocational culture where experience has a master role which could be the main reason why an inexperienced student cannot achieve higher grade levels.