This chapter examines the role of curriculum in the realisation of human rights education (HRE) in formal schooling. Drawing on text analysis of the Swedish national curricula, the extent to which distinct goals and subject content can be found is presented. The analysis focuses on the HRE elements knowledge, values and action capacity, and whether the curricula promote or obstruct the realisation of these. The findings show that the curricula contain direction for all three elements, and accordingly promote a full HRE in a general sense. However, troublesome differences between the formulation of goals and content for knowledge on the one hand, and for values and action capacity on the other, are found. These differences concern level of concretion and progression, achievement requirement and clear identification of responsibility for HRE. The Swedish curricula thereby promote a HRE that leans towards the knowledge element and obstruct education aiming towards development of values and action capacity.