Different interpretations of moral education and citizenship education are connected with very different aims and educational practices. Fixed values can be transmitted by teachers or teachers can help students develop their own personal system of values; we can see the teacher as someone who is in dialogue with his students, or as someone who has to act in a 'value free' way. Moreover, different types of values can also be involved. In this research project, there is a strong emphasis on teachers' pedagogical didactical actions recording to moral education, and there is special attention for the integration of value stimulation and value communication. Recently, Oser (1999), Purpel (1999), Veugelers (2000) and Solomon, Watson & Battistich (2001) have argued for a more integrative approach of moral education. The development of values, the development of value communication skills and participation in school culture should be examined in relationship to each other. In a more integrative approach a teacher is clear about the values that are important to himself and at the same time teaches students to reflexively put their own meaning to values. In this paper it is assumed that the relationship between values and skills and their interpretation is an expression of the type of citizenship teachers seek to realize. The literature makes a distinction between different types of citizenship (Apple & Beane, 1995; Goodman, 1992). We make a distinction between adapting citizenship, individualistic citizenship and critical democratic citizenship. Modern society requires a critical democratic citizenship, based on autonomy as well as social involvement (Leenders & Veugelers, 2003). Part of this research project is an empirical survey study about the purposes and intentions of teachers, and the methodology they use in working with values. How do teachers consider moral education? Do they think it is only a matter of teaching skills, or do they also pay attention to values? Which type of citizenship do they pursue? We also asked teachers about the effects of their efforts. Do their students learn to concern for others; do students learn to develop and defend their own opinion; does their involvement in political and social matters increase? We conducted the research in Dutch secondary education, in both vocational and academic classes. We selected a representative sample of 150 secondary schools. 254 teachers from 108 schools filled in the questionnaire, which means a response of 43%. On the basis of the data from the survey study, a comparison will be made between types of secondary schools (vocational or academic), denominations and school subjects (Dutch language and literature, arts, civic education and economics). The results of the study will show possibilities and constraints for moral education and citizenship education in contemporary schools. In particular it will show how teachers' activities are driven by moral values and how they experience their educational practice. References Apple, M.W. & Beane, J.A. (1995). Democratic Schools. Alexandria: ASCD. Goodman, J. (1992). Elementary Schooling for Critical Democracy. Albany: Suny Press. Leenders, H. & Veugelers, W. (2003). Moral Education and Citizenship. A plea for a critical democratic citizenship. Paper presented at the EARLI-conference, August 2003, Padova, Italy. Oser, F. K. (1999). Triforial Moral Education. Paper presented at the EARLI-conference, August 1999, Goteborg, Sweden. Purpel, D.E. (1999). Moral Outrage in Education. New York: Lang. Solomon, D., Watson, M.S. & V.A. Battistich (2001). Teaching and schooling effects on moral/prosocial development. In V. Richardson (ed.), Handbook of Research on Teaching (pp. 566- 603). Veugelers, W. (2000). Different Ways of Teaching Values. Educational Review, 52, 1, 37-46.