This study examines Germany's peace-oriented history education, focusing on the state of North Rhine-Westphalia (NRW). In Germany, peace education in history courses was inspired by the social movement for peace in the 1970s and has been integrated into the school curriculum since the 1990s. This study analyzes the Core Curriculum for Secondary School II History, a revised curriculum for history in upper secondary school, presented by NRW in 2014. Among the seven essential fields of contents in this curriculum, which were reconstructed as historically comprehensive, the last field, “Peace treaties and peace regimes in the modern era,” categorized the capacity for peace-building as an inevitable element of history education. The content runs through modern Europe’s peace history-from the Peace of Westphalia, Vienna Settlement, Treaty of Versailles, Cold War, and German unification to European integration. This study analyzes the following: first, the characteristics of the Core Curriculum with regards to structure, goal, and detail; second, the innovations and problems, especially with the last theme “Peace treaties and peace regimes in the modern era,” and finally, its application in school lessons, focused on the teaching model presented by the state. In conclusion, the Core Curriculum systematically introduced “peace” as an essential element of history education. However, this resulted in some challenges, for example, keeping abreast with the latest trends in peace studies and addressing them through the methodology of history education. In this regard, dialogues among historical studies, education of history, and history teachers are ongoing. Thus, cooperation and collaboration between peace practice and history education is an ongoing challenge.