The aim of this study is to explore the curriculum design in Finnish teacher education. Field study, document analysis and semi-structured interviews are used as research methods. The purposes of this research are to explore the curriculum design in Finland in terms of legal sources, position, decision making authority, developmental principles, the practical issues and the framework of Finnish curriculum design in secondary and primary schools. The findings of this research are as following: 1. The legal sources and position of curriculum design in Finland- (1) Teacher Education Development Program and Decree of Teacher Education were the main legal sources. (2) The position of Finnish curriculum design focused on research-based approach of professional development. 2. The decision making authority and developmental principles- (1) The department of teacher education had the highest authority in terms of the curriculum design independently. (2) The main principles of curriculum design were based on professional research, social ethics, and both of theory and practice. 3. The practical issues- (1) Programs conducted via bachelor and master degree based for 5 academic years and 300 ECTS to fulfill the graduation requirements in curriculum design of teacher education. (2) The content of curriculum design stressed the academic discipline and pedagogical studies. (3) The ECTS is considered as the usage of exchange during the EU member states. 4. The framework of Finnish curriculum design- (1) The ccurriculum design framework for secondary school teachers had been developing knowledge capacity of subject experts. (2) The ccurriculum design framework for primary school teachers had been developing knowledge capacity of grade-based experts. The conclusions and suggestions received from this research were provided based on the findings.