The focus of this thesis is the analysis of the implementation of civic education in the formal educational system. The relevance and actuality of this topic is reflected in the fact that civic competence is recognized as one of the key competences of lifelong education. The research part of the work problematizes the issues of importance, achievement and implementation of civic education from the perspective of high school teachers. 20 teachers participated in the research, while the data was collected using the qualitative focus group method. In order to identify potential similarities and differences, the teachers were divided into groups according to the curriculum areas of the subjects they teach. The obtained data provide an insight into the ways in which teachers perceive civic education, the ways they conduct classes in educational process, and the opinions of teachers about the importance of implementing civic education and its realization. Given that teachers are the bearers of the educational process in schools, through the obtained results, main purpose is improvement of pedagogical practice in terms of raising the quality of the implementation of civic education.