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The field of peace education is criticized both on the strength of its theories and the merits of its projects. The theoretical framework varies even among its proponents, and the success of projects can also be credited to other variables. Taking these criticisms seriously, this study aims to contribute to both these gaps in the field of peace education. The change of mind has to come for pupils and peace educators. How are they socialized with new teaching pedagogy, do they use their personal experiences, and do they apply their local knowledge to transfer the skills necessary for conflict management to their pupils? When analyzing this process, inferences can be made regarding the theory. To use Waltz’s (1979) rigorous framework; these ‘tests’ will “ask whether the theory flunks completely, needs repair and restatement, or requires a narrowing of the scope of its explanatory claims” (Waltz, 1979). By analyzing the state of the art, hypotheses can be drawn that can be tested in the field, which can then be used to contribute to the strength of the theoretical assumptions.This study uses both the state of the art in peace education theory, as well as data collected during fieldwork in and around Gulu, northern Uganda in January and February of 2014. In this period, I have visited primary schools who work with the Insight in Peace Initiative (IPI) project. This American based nonprofit organization uses their expertise in peace education theory and conflict resolution to train local school teachers. They in turn will transfer this knowledge to their pupils. By involving locals, both ownership of the project is ensured, and the knowledge on the communities in which the project operates is used, improving the odds of reaching a lasting change. The Acholi region in northern Uganda has been in a state of civil war for more than twenty years since 1986. Since 2006 there is some recovery as the LRA is decimated and scattered around the border regions, but the population has to deal with the consequences of this insurgency. The Lords’ Resistance Army (LRA) of Joseph Kony left its marks in communities in the entire region. Peace education projects in a post conflict society seem to have a small chance of success, but all the more reasons to be tried. When the next generation is socialized with peaceful ways to cope with conflict, even if it is only on a personal level, much is gained. However, the potential merits and hopes for the future must be tempered with a realistic view on the society of the Acholi, and Uganda as a whole. Tensions on ethnic lines, resulting in distributional inequalities between the regions and little political representation; the grievances of the Acholi must be answered with a credible vision to prevent escalation. Taking this knowledge and this setting of a project, small though it might by, this case study can provide some necessary insight in the relation between peace educational theory and the practices in the field. This study rests on the literature regarding peace education and the fieldwork done in and around Gulu; observations of the schools involved – two in Gulu, two in surrounding villages – as well as interviews with the participants of the project and its stakeholders, and classrooms observations in two of the schools.