This study seeks to comparatively explore, through the case of the Greek and Turkish compulsory education, how the citizenship have been perceived, and how the direction of objectives regarding citizenship policies in these two historically bounded nation-states‟ education have been affected by the social and political changes. It was anticipated that the knowledge generated from this inquiry would create a tentative ground for further researches about citizenship policies in the referred policy contexts. I adopted a conceptual-theoretical analysis based on the examination of official policy documents framing the rules and objectives of educational activities and curricula goals of civic-related subject areas taught at both Greek and Turkish schools. In this way, it was aimed to reveal the differences and similarities in the focus of the citizenship policies in these two states.The findings indicate that both Greece and Turkey have commonalities in terms of their approach to citizenship equated with creation of a collective national identity and have kept their ethnocentric and assimilationist view of citizenship so far. Moreover, these two states‟ integration into the global world and their diverse population do not seem to have created an influencing discourse for the policy makers so much. Despite some improvements, there is still need for a more inclusive citizenship policy in both states.