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This paper examines the contribution of competency based training (CBT) to outcomes concerning vocational expertise, vocational knowledge, and knowledge-making at work. It draws on data collected as part of a national evaluation of CBT. It is suggested that competence and competency standards, as constituted and enacted in CBT, carry a particular view of knowledge and a particular view of work. While generally meeting the requirements of enterprises, definitions of competence, and standards-based approaches to developing competence could, on a wider view, be reconsidered in order more adequately to represent emerging understandings of the nature of vocational knowledge and the character of contemporary work.