Peace education in conflict affected societies has achieved widespread popularity amongst international aid agencies seeking to find a place for education in supporting peacebuilding since the 1990s. However, its aims, content, and effectiveness have been critiqued particularly for its failures to address structural causes of grievances. This article draws on empirical research exploring a UNICEF supported peace education related curriculum reform in Sierra Leone developed in 2008 called “Emerging Issues.” The article draws on a critical discourse analysis of its content and qualitative interview data with key informants. It argues that while “Emerging Issues” was well-intentioned, its lack of regard for contextual dynamics generating conflict and a tendency to pathologize the nation served to undermine its transformatory goals.