In this article, the author argues that it is more appropriate to teach citizenship through other subjects than to limit it to one statutory subject. The author's argument is based on three important issues. The first issue is that citizenship, being an aim of education rather than a means, deserves to be part of the whole curriculum. This is to say that citizenship is one of the most important purposes that education should serve, and thus this purpose of education should not just be limited to one way of achieving it, like an ordinary subject. The second argument is that citizenship should not be confined to the limits of one subject, as it is much more beneficial for the nature of the subject to be taught in collaboration with different subjects, such as history, English, science and geography. There are many different useful ways of teaching citizenship which would be at stake if it is limited to one particular subject. This leads to the third argument that citizenship should not be limited to a single subject as it involves many risks and problems that can be resolved through a cross-curricular thematic approach. It highlights issues such as the lack of resources, staff and training. The article concludes that there is a strong case for teaching citizenship through other subjects.