Citizenship education is a major purpose of schools. What this entails, however, is highly disputable. Recently scholars have suggested that schools should teach and model citizenship values and principles that emphasize freedom of expression, the exclusion of religion from public spheres, and equal protection. These scholars support their conclusions with opinions written by the Supreme Court. This paper addresses the lack of balance these scholars bring to the debate about democratic values evinced in the United States Constitution and Supreme Court opinions. The paper suggests that educators should be wary of teaching one set of values to the neglect of others. More importantly, it argues that citizenship education is not about teaching the "right" values but about teaching the totality of democratic values and the conflicting and competing nature of these values along with the knowledge and attitudes citizenship participation entails. Contains 22 references. (Author/BT)