This study focuses on, and explores the curriculum content and resources used when teaching on the European Union (EU) and EU-questions within civics education at lower secondary level in Sweden. The research findings have been examined from a ‘best practice’ perspective in relation to subject matter which is seen as positive in the context of political participation. The content, which includes polity, policy and politics, has together with an approach to treat the content as domestic politics, been viewed as a successful model leading to political participation. In order to assess to what extent the taught content facilitates pupils political participation, the EU content taught at lower secondary education is compared to national politics. In addition, as it can be expected to have an impact on what is taught, the context and actual content what is taught about EU and national politics is also compared. The results, based on information and findings collected through questionnaires and semi-structured interviews with teachers from six different municipalities show that EU education does not compare well when contrasted against the educational content taught in relation to national level polity, policy and politics. The curriculum content taught on the EU illustrates primarily that it is the polity dimension which is dominating whereas all EU education is framed more as foreign policy politics rather than as part of domestic politics. Swedish national politics on the other hand, to a larger extent, show signs of the three dimensions and has clear characteristics of domestic politics. The citizen’s ability to influence politics is at the core of education in relation to national politics. However, this does not seem to be the case when it comes to education in relation to the EU. The politics of Swedish political parties advocated at a national level is, for example, explored in detail; however, none or very little of their politics at EU level is addressed. The dominant question, in relation to EU studies, is if Sweden should be a full member of the EU or not. The educational design in relation to national politics comes across as better planned when compared to EU studies. What is brought into the educational content in relation to EU studies depends to a large extent on the context and subject area in which it is being raised.