Today, the incorporation of the EU content in education is important because contemporary transnational and global processes affect the lives of citizens, whose identity, political affiliation and participation in previous centuries were related particularly to the national state. In recent years, the content of the EU has been included in the Slovenian national curriculum. Therefore, the teachers have an obligation to teach about the EU and also an opportunity to broaden pupilʼs understanding of European citizenship mainly due to the number of didactic materials and projects aimed at teaching EU in schools. Sloveniaʼs entry into the EU has increased the transnationalisation and globalisation of education, which is a positive change. Education for European citizenship is becoming an important component in citizenship education. The purpose of this article is to critically examine the dominant discourse of the EU content in the teaching materials, assess its impact and place it in a wider theoretical context of global or transnational citizenship. This paper argues that the EUʼs self-presentation discourse, which is predominant in the teaching materials, is paradoxically one of the main obstacles that prevent teachers and pupils from developing the transnational citizenship perspective. Therefore, the article calls for a new form of European citizenship education, which is not so much teaching about the EU, but teaching for the EU and learning for European citizenship.