This study aims to obtain teacher perspectives on the civic and human rights education course included in the eighth grade curriculum in Turkish schools. The study group was selected with criterion sampling from among teachers who were teaching the eighth grade civic and human rights education at elementary schools in central Hatay. Using the qualitative research design, this study gathered its data through semistructured interviews and analyzed it descriptively. Data reliability was .89. The

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... sults showed that the objectives of the civic and human rights education course were well-understood by the teachers and that it was perceived as an important course. It was also found that these objectives could not be achieved, course content was not adequate, and the course was mostly conducted through traditional methods such as question and answer. The majority of participants identified "not seeing children as adolescents" as the most serious problem of the civic and human rights education course and recommended "establishing a democratic environment at schools" as a solution.