Unlike other common proxies of socioeconomic status such as income and occupation, prior research has found no conclusive evidence regarding the effects of education on the likelihood of domestic violence against women and children around the world. Thus, there are studies finding no significant education effects for certain populations and periods, as well as studies finding negative and significant effects of education on domestic violence. Heterogeneity in these results suggests the need of investigating whether there are common patterns in these effects or not and how to explain this variability across populations and time. There is also extensive literature examining how social and cultural norms are highly influential in shaping individual behavior and, in particular, violent behaviors. Based on the Population Education Transition (PET) curve approach as the main conceptual framework and using nationally representative data for Peru, the purpose of this study is to examine how education may interact with the development of social and cultural norms in order to shift education-DV gradients over time.