This article reports the results of a study of the sociology course in Greek secondary education. The aim is to reveal under which circumstances the course has ended up becoming one of the most downgraded courses, and more importantly, how the specific rationale of the course's structure has resulted in the (re)production of a distorted image of the science of sociology. For that purpose, the 25-year history of the course has been analyzed from the view of: (1) the sociology curriculum's variations over the years, (2) the underlying rationale of the official documents and the sociology textbooks, and (3) the sociology teachers' perceptions on the course of sociology. The findings have indicated that the downgrading of the course has resulted in the devaluation of the science of sociology inside the educational community, and that through the school's rationale (curriculum and teacher's) a specific interpretation of sociology is being reproduced, which presents it as an everyday and simple science that deals mostly with social problems and their solutions. The ultimate result is that the sociological imagination will possibly never become part of students' views on life.