Description: The proposed paper examines the last two decades of changes that have occurred within Croatian secondary school political education, investigating the nature of knowledge transformation in this instance and questioning the role of broader societal changes as tipping points of (drastic) knowledge transformation on a practical level. More specifically, the paper firstly takes a theoretical (analytical) perspective on the general concept of knowledge and looks at the basic tenets of propositional and procedural knowledge (noting the special situation of communities of knowers). It then takes the issue a step further and discusses how these concepts have influenced changes in political education with an overview of European expert discussion of the topic. Building on from that, the paper looks at how this theoretical knowledge 'behaves' in a tangible setting, namely in the compulsory political education subject in Croatian secondary schools. To further this aim, the paper utilises research results obtained from empirical research in this area, combined with relevant literature. It aims to confront knowledge transformation on a theoretical and a practical level (inclusive of external circumstances). The overall aim of the paper is to use the specific case of 'political knowledge' in Croatia to investigate knowledge transformation on a theoretical level, and its practical expression in educational policy and classroom practice. As such, it hopes to add to the complexities surrounding knowledge transformation in education. Methodology: The theoretical part of the paper draws its conclusions from a multi-disciplinary investigation of the conditions for and the critique of knowledge, and its production, transformation and transition in relevant literature. Its sources are mainly drawn from the Western analytical tradition in epistemology, sociology of scientific knowledge, information science, educational theory, philosophy and sociology of education. They are unified by a search for recommendations for knowledge transmission stemming from the nature of the concept of and 'extension' of knowledge itself. To some extent, though by no means entirely, knowledge is taken as existing in a vacuum, as self-contained. The empirical part of the paper reports research findings resulting from the content analysis of secondary school textbooks for political education and two case studies conducted in two Croatian secondary schools - a vocational school and a grammar school, which included interviews with teachers and students, as well as student questionnaires regarding changes in political education. In addition, the research findings reported include interview results with policy makers. Conclusions: The paper summarises the notion that any body of knowledge that is to be transmitted through education must consist not only of propositional knowledge, but also of procedural knowledge and values. Having said that, educational transmission and expected appropriation steers the narrow course between accepting firm objectivity of some body of knowledge and fallibilism inherent in other. 'Political knowledge' is a case in point, as it consists not only of certain immutable truths, but also of highly volatile subject-dependent 'standpoints,' as well as the capacity to change every one of those truths in altered settings. Moreover, all conceptual components of such knowledge are radically affected by 'paradigm shifts' in social and political circumstances. Content analysis of student textbooks for political education in Croatia shows how political knowledge is being transformed both theoretically and practically as the country itself undergoes changes to its structures. However, student interviews and questionnaires show that these conceptual and extensional transformations of political knowledge do not necessarily hold ground in classroom settings, but that in education the completion of knowledge transformation ultimately depends on the individual teacher. Therefore, it is suggested that attempts of introducing similar knowledge transformation should take a bottom up, rather than top down approach.