Framed by a Foucauldian governmentality perspective, this article shows teachers' different rights-teaching mentalities active in human rights education for children. The article draws on observation and interview data from fieldwork in three Year 1 classes in Swedish primary schools. In the holistic approach adopted, rights-learning is understood as learning about human rights as well as developing rights-conscious values and behaviours for human rights. This is enacted "through" human rights. Six rights-teaching mentalities were identified: "Competent children learn rights from each other"; "Equal value in focus"; "Participation is a right"; "Respect is essential"; "Adult voices and interpretations are superior"; and "Competence and maturity determine access to rights." The analysis shows how the different rights-teaching mentalities support different forms of rights-learning.