In research, quantitative and qualitative, we presented pedagogical goals to teachers, school leaders, students and parents (Veugelers, 2007; Leenders, Veugelers & De Kat, 2008a; 2008b, 2012). How important they find these pedagogical goals, how much attention is paid to them in practice and which learning effects they observe? Analyzing the data showed three clusters of goals: discipline, autonomy, and social concern. These goals link to three types of citizenship. The adaptive type of citizenship adapt people to existing social and political power relations, without taking a critical stance. The individualistic type of citizenship embraces personal autonomy of the individual and neglects social relationships to other people. The critical-democratic type of citizenship focuses on building social relationships, diversity and democracy and tries to stimulate an active and critical engagement of citizens. The adaptive development has mostly whole classroom instruction with the transfer and reproduction of fixed knowledge. The pedagogical approach is characterized by following the rules. The individualistic development focuses on personal autonomy, selection, competition and individual performance. The critical-democratic development asks for dialogue, diversity, critical reflection, analysis of power relationships, and social action. Cooperative and dialogical learning, and social-constructivism. The paper will present differences between intended and realized practices.