This thesis provides a qualitative analysis of 13 school-based peacebuilding education programmes on the island of Ireland, and through a critical case study, engages in a deeper exploration of one programme as practiced and experienced within the Transition Year class of an all-girls post-primary school within the Republic of Ireland. Qualitative semi-structured in-depth interviews with educators involved in the development of peacebuilding education programmes developed for schools in NI and Rol were used to explore the multiple theoretical frameworks underpinning educational practice. Drawing upon qualitative methods including focus-group interviews with young people participants, non-participant observation, and qualitative semi-structured in-depth interviews with teachers and programme designers, this case-study reveals the possibilities and challenges of teaching and learning about conflict within formal education. This study contends that whilst peacebuilding education programmes represent an important challenge to the omission of conflict from schools in NI and Rol, there remains a need to strengthen the opportunities for all young people to participate in peacebuilding education in both jurisdictions. The experiences of educators suggest that the legacy of violent conflict affects the understanding and attitudes of young people across the island of Ireland and requires an ongoing commitment, m both jurisdictions, towards both pedagogically driven peacebuilding education but also to the broader development of education for peacebuilding. Finally, this study advances a framework which supports the realistic inclusion of young people, as active participatory citizens, within a broader network of peacebuilding responsibility.