In 1993 the subject Care was introduced as a compulsory subject in Dutch secondary schools. This paper analyzes the heated discussion preceding the decision. The introduction of the subject Care is regarded as a case study that illustrates the problems linked with feminist curriculum politics. The paper argues that the discussion referred to fundamental issues concerning "citizenship" and the objectives of education. Although feminists were successful in their lobby to have Care included in the common curriculum, they have remained within the dichotomous confines of the debate as framed by the subjects' opponents: the oppositions of private versus public sphere, and cognitive versus practical and moral education. It is argued that feminist curriculum politics should try to avoid these oppositions in order to realize a broad, educational model and a broad definition of citizenship. (Contains 20 references.) (LMI)