This study explored how the key competencies identified in the Multidimensional Adapted Process Model of Teaching (MAP) are manifested in the curriculum objectives of two university class teacher education programmes, which were analysed using theory-driven content analysis. The results showed the most of the general and course specific learning objectives were related to building a knowledge base for the teaching and learning, especially with respect to content knowledge and pedagogical content knowledge. Cognitive skills were also emphasised in the learning objectives with a specific focus on research skills and oral and written academic communication. However, social skills and personal orientations were clearly less pronounced in the curriculum goals, and there were but few if any references to competence objectives related to professional well-being. The study provides new insights into the learning goals for class teacher education. The findings can be used in further nationwide development of curricula for class teacher education.