The purpose of this study was to gain insight into the development of student knowledge in Pre-Vocational Secondary Education schools which differ in the manner and extent to which they have implemented characteristics of competence-based education. The implementation of these characteristics was examined using a teacher questionnaire. The development of knowledge was investigated using the method of concept mapping. The results showed students to develop slightly more knowledge in learning situations with fewer characteristics of competence-based education. The organizational characteristics of the learning situations were further found to be distinctive for the development of knowledge.