As previously noted in its Concluding observations on Switzerland's periodic reports, the United Nations Committee on the Rights of the Child has raised concerns, in 2015, about the fact that human rights education is not carried out systematically in all cantons. On the ground, implementation of Article 29 – more specifically developing respect for human rights, preparing the child for a life in a free society and fostering a spirit of understanding, peace, tolerance and equality between people – depends very much on teachers' goodwill and training. Based on two studies carried out in Switzerland this chapter will focus on two requirements of Article 29: educating children about rights and about intercultural relations. First, a critique of Article 29 and how it articulates CHRE and intercultural education will be provided. Then, we will underline how curricular or local prescriptions impact teachers' involvement in children's rights and intercultural education. Third, we will highlight the limited benefits of ready-to-use teaching material and the ambivalence of teachers towards this kind of tools. Finally, teachers' lack of training on those issues and associated consequences will be addressed.