After the end of the 1992-1995 Bosnian war, the people of Sarajevo found themselves rebuilding their country while also learning to live with their former enemies in this developing democracy. In this study we examined the extent to which democratic practices and social justice values were being taught in Sarajevo's schools. Using a case study method, we gathered data gathered from interviews with educators in a variety of roles in Sarajevo, observations of elementary and secondary classroom teaching, and daily reflective journal entries about living and teaching in the city during the fall of 2008. Our data analyses revealed that democratic teaching practices and multicultural values are not being taught in Sarajevo's schools. Instead, entangled and fragmented governmental structures, lingering emotional trauma from the war, and a general sense of pessimism about the future are interfering with educational reform and movement toward a democratic and socially-just society. (Contains 1 figure and 3 tables.)