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Between 2005 and 2015, the German legislation concerning the validation and recognition of learning outcomes acquired abroad by apprentices profoundly changed. Contrary to student mobility, international mobility in vocational education and training (VET) has long been a subject neglected both by researchers and practitioners. In the last fifteen years, however, under the combined pressure of labour market needs and of European cooperation on VET (Copenhagen process), it has been the subject of growing interest. A study conducted in 2011 on behalf of the German National Agency in charge of Erasmus+ revealed the dimensions of international mobility in VET, as well as the importance granted by employers and learners to questions of validation and recognition. This paper aims at analysing the changes concerning mobility in German VET legislation, arguing that they can be understood as indicators of the internationalisation of the curriculum. The first part presents a brief account of the state of research on international mobility in VET in Germany, identifying the challenges linked to validation and recognition of learning outcomes gained abroad. The second part describes the different arrangements for validation and recognition introduced since 2005. Finally, the third part examines these arrangements in the light of the internationalisation concept.