The aim of this research is to explore education policies through Tibbitts’ human rights education (HRE) models and to explore the practices in teaching HRE through education policies (i.e., civic education curriculum - CEC) and Tibbitts’ three models of HRE. For the aim to be reached CEC was analyzed and three primary school teachers were interviewed. These led to conclusions that, in regard to the models Vales and Awareness Model seems to take the most space in teaching with some implications of Transformation Model. The CEC is used to a varying degree and its usage seems to depend on the subject. As such, compatibility of teachers’ practices with CEC varies. In developing their understanding, knowledge, and pedagogical tools teachers strongly rely on their personal values and self-study. Additionally, the school environment calls for some improvements for it to become truly rights-respecting.