Human rights are far from undisputed and far too often tensions and disagreements arise when human rights and their universal nature are taught to audiences in local contexts. This study analyses the way resistance to human rights is addressed in human rights education in Indonesia through answering the two following questions: First, how does resistance to human rights manifest itself in human rights education activities? Second, what do human rights educators do to counteract the various forms of resistance to human rights? This study is based on a qualitative approach and consists in observations, semi-structured interviews with experts involved in human rights education in Indonesia and in Geneva, as well as literature. Findings show that resistance is rather widespread and confirm its categorisation into three main types of resistance: the perception that human rights is a Western and imposed concept; that human rights is a threat to religion; and that human rights unduly emphasise on rights to the detriment of obligations of individuals. Five categories of concrete techniques or responses by educators have been identified: presenting human rights as an international or national concept depending on the type of audience and resistance; presenting human rights as a legal or religious concept depending on the type of audience and resistance; adopting techniques to explain the concept of state obligations to an audience emphasising the obligations of individuals; adopting techniques to address sensitive issues; and adapting the teaching method to the type of audience and resistance. While certain interesting techniques have been reported, there is however limited awareness and response to the serious challenges raised by this resistance. This study calls on human rights scholars and educators to consider this so far neglected issue and reflect on measures to better understand and address resistance to human rights in human rights education.