This thesis investigates the current situation of history education in Northern Ireland. First, it attempts to investigate how the Northern Ireland conflict in taught in Northern Irish schools; and second, if there is difference in how history is taught in schools which are predominately Catholic when compared to schools which are predominately Protestant. The main focus of the thesis is on the processes that occur in the classroom and the situation of history teachers. Some focus will also need to be put on the political and administrative aspect of education to understand how outside forces influences schools and history education. The thesis argues that history teachers aim to teach history in a way that develop their student’s abilities to critically look at source material and expand their understanding of historical processes. In addition, it is argued that teachers are very aware of their potentially influential position, and that they to that affect attempt to deliver the content of the history subject in a neutral and unbiased manner.