Both the Swedish and Finnish VET systems are school-based systems grounded on an educational system that formulates an integrative claim. No one should be disadvantaged because of a social background and an academic affiliation is guaranteed following a vocational school decision. In the current study from 2019, the personal goals and motivations of VET teachers to become teachers in both countries are considered and compared. In addition, Finnish and Swedish teachers were asked about the strengths and weaknesses of their VET systems and the objectives of vocational education. The cultural backgrounds of the countries that influence the education system as well as the economic structure and the history are described and considered in the analyses. It seems finally that the Finns are more critical with their VET system, while the Swedes are more satisfied overall, or at least they give fewer answers to the urgent need to improve key aspects of their VET system. In a further discussion, the aspects of the personal status and mentality, the cultural-historical roots and the educational policy discourses will be considered.