In its aspirations to enhance mobility within higher education and focus on the comparability and quality of university degrees, the Bologna Process has emphasised the need for transparency in describing students’ knowledge and abilities. In response, the project, “UniTIE: Curriculum planning in the Language Centres”, was initiated to improve the transparency with which English courses are described and assessed at university language centres in Finland. This article provides a brief overview of the project, discusses the work carried out within a community of practice to develop descriptors for university English courses, and reports on the outcomes of the project.