This article sets out some of the key obstacles facing the successful implementation of education for democratic citizenship in England in the light of claims about its radical potential. It argues that citizenship is indeed not like other subjects because it has wider implications for the purposes of schooling and the way that schools and classrooms are organised. It discusses evidence of progress on the implementation of citizenship education and then considers a series of serious structural impediments to its radical potential that exist within the wider education system - teacher supply and the nature of teacher education; curricular issues including the national curriculum, teaching controversial issues and the role of Personal, Health and Social education; school councils and racism. It concludes by noting that a curriculum innovation such as citizenship needs considerable time to become embedded and develop in an education system but that possible political change poses a significant threat to its continued existence.
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