Choosing two schools as a case study, the article reports how teaching approaches can differ and explains how teacher style, school ethos, and student expectation can shape pedagogical choice. Impact of the teaching and the difficulties teachers encountered are also reported. Whilst this article is probably one of the first to explore the issue of human rights and rule of law teaching in Hong Kong, the fact that it is a small case study needs to be noted when reviewing the outcomes and conclusions of the study. The writing of this article was supported by the findings obtained from a Quality Education Fund project which aimed at assisting Hong Kong teachers to teach human rights and rule of law as part of Liberal Studies, which is a new senior secondary subject. Copyright © 2012 Symposium Journals Ltd.