"The term 'citizenship' may have different connotations; in some countries it may merely indicate a judicial relationship between the citizen and the State, whereas other countries may refer to the term as the social role of coexisting in society. Eurydice uses the term 'Responsible Citizenship' and concludes that the term 'citizenship' is mentioned in all the guiding documents for the school all over Europe. This study (Eurydice, 2005) examines e. g. how 'citizenship' is approached in official school curricula and if/how teachers may be supported on citizenship. It also gives example of how teachers themselves describe their practice in this respect. However, it does not go into details about how the citizenship is observed to be put into practice in the teacher-pupil relation in the classroom. It does conclude that the matter needs to be studied further, though. Davies (2006) reports that at a conference in Nuremberg on the theme Project for at global ethos-education, Hans Kong put forward the notion of the reconstitution of a global ethic as a central educational task (Kong, 1995). He viewed this as consisting of (a) solving of particular conflicts, (b) ways in which we treat others and see each other, putting ourselves in other people's shoes, (c) ways in which we act and the way institutions in society reflect or do not reflect certain values, and also the sources of moral meaning that students find in home, school and society. Acting as a citizen demands an understanding of the nature and consequences of moral action. It has been suggested by some moral psychologists, such as Blasi (1984), that psychological constructs of self-consistency and personal responsibility are twin motivational springs of moral action. Values are expressed explicitly or implicitly in ideologies, theories of being, official institutional goals and in the daily norms and routines of individuals. Values are represented in people, often conflict and are often undiscovered. Change in people's lives causes questions to be raised about identity, climate and culture that are values led, and are associated with aspects of living. Therefore, it seems interesting to focus on teenagers' attitudes and values in different European countries. Theoretical points of department for this project are, firstly, that a person's values guide his or her actions, consciously or subconsciously (Ödman, 1998 ). Secondly, values are transformed from one generation to the other (Durkheim , 1956); thirdly, the standpoint is taken that schools are able to, and should do more than simply reproduce knowledge and values over generations. Sandström Kjellin and Stier (2006) draw attention to the fact that Eurydice (2005) makes a distinction between citizenship aiming at developing (a) political literacy, (b) attitudes and values or (c) active participation of pupils. Eurydice (2005) does not, however, provide details on how citizenship can be implemented in teacher-pupils relations in the classroom, but merely recognises a need for further research. In the 'Education and Training 2010' Work programme the European Commission stresses that future Europeans will need certain 'key competencies' - for example 'interpersonal, intercultural, social and civic competences'. Such competencies are described as to comprise knowledge, skills and attitudes. Sandström Kjellin and Stier (2006) point out that, additionally, performance is an integral part of competence. The interest of the present study is to focus on the performance of citizenship in classrooms. Our aim is to find out how 15-16 year-old Europeans in different countries understand 'citizenship/citizenship education' and how it is performed at school as regards aspect (c) attitudes and values of citizenship/citizenship education.Empirical data are collected by (1) scrutinizing official documents and discourses on education, (2) scrutinizing the assumptions, theoretical and methodological foundations, findings and conclusions of the Eurydice study (2005), (3) 15 focus group interviews with pupils aged 15-16 years. Five interviews will be performed in Finland, Britain and Sweden, respectively. The focus group interviews will be performed using the same manual, elaborated in cooperation by researchers in the three countries.Foreseeable findings are (1) contradictory understanding of the concept of 'citizenship', 'citizenship education', in official documents, in the Eurydice study (2005) and in the interviews. A possible outcome of the study is an increased awareness among researchers and practitioners as regards the understanding of citizenship and the performance of citizenship education.Blasi, A. (1984) Moral identity: its role in moral functioning, in: W. Kurtines & J. Gerwitz (Eds), Morality, moral behaviour and moral development (New York, Wiley), 128-139. Davies, T (2006) Creative teaching and learning in Europe: promoting a new paradigm. The Curriculum Journal: 17 (1), March 2006, 37 - 57. London, Routledge, Taylor and Francis Kong, H. (1995) A global ethic and education, British Journal of Religious Education, 18(1), 6-21. Durkheim , É. (1956). Education and Sociology. New York: MacMillian; Commission of the European Communities (2005) http://europa.eu.int/comm/education/policies/2010/et 2010 en.html.Eurydice. (2005). Citizenship Education at school in Europe. Eurydice. The information network on education in Europe. Cambridge University Press. 2005 Sandström Kjellin, M. and Stier, J. (2006). The School as an Arena for Citizenship Education: Multi- competence Acquisition, Values, Ideologies and Social Dynamics. The School as an Arena for Citizenship Education: Multi-competence Acquisition, Values, Ideologies and Social Dynamics. Presentation to the EERA-conference, Geneva, September 13th - 16th , 2006.Ödman, P. J. (1998). Kontrasternas spel [The play of contrasts] Stockholm, Sweden: Prisma. Intercultural Education; Globalisation, Societies and Education