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In the context of the National Health Education Plan launched in 2001, the Nord-Pas-de-Calais Region of France engaged in reflection and debate on how to improve healthcare education practices. The curricula of healthcare education programs offered by regional paramedical institutions and teacher training schools were studied. These were then compared with a set of official texts on the subject (including the national report by Sandrin-Berthon) which provide regulations and guidance for this type of teacher training. Teachers and trainers from these institutions were interviewed and questioned about their difficulties and needs. Healthcare education is an optional course in these schools, creating heterogeneity in teaching methods. A shared basis for core teaching materials on topics in healthcare education does not exist, and evaluation as a practice is under-developed. These difficulties are therefore exposed, and the paper demonstrates the need to provide teachers with a common culture to be shared across these different frameworks and models if the aim is to teach healthcare education according to the methods advocated by the WHO and the Sandrin-Berthon report.