In the last ten years a couple of comparative studies have been conducted in order to describe and compare the driver education systems of different countries (Lynam & Twisk, 1995; Siegrist, 1999). These studies have also made attempts to evaluate the test-takers' performance in terms of their accident-rate after the education. Our opinion is that this kind of evaluation is problematic, since drivers that fail the driving test, and therefore are supposed to have a high accident rate, are excluded from the population of drivers that are allowed to drive independently. Instead, the performance of the test-taker should be evaluated within the driver education system, which comprises the curriculum, the driver education and the driving-license test. This means that there should be an agreement between the curriculum, the education and the driving-license test and that the performance of the test-taker should be related to the objectives of the education. The first purpose of this study was to present the design of the driver education in the Nordic countries, Great Britain and Germany. The second purpose was to describe the theoretical and practical drivinglicense tests in these countries, as well as to compare the tests with regard to psychometric criteria. The third aim was to present studies that have focused on the relationship between driver education and performance on the driving-license test. The fourth purpose was to present previously conducted studies in order to improve the objectives of the driver education as well as the driving-license test. Finally, the fifth purpose was to describe the opportunity for the countries in question to assess the results of driver education.