This study examined social studies teachers' conceptions of human rights education (HRE), with a focus on the connection between HRE and global citizenship education (GCE). These conceptions were studied through a Critical Race Theory framework. This study took place in a small city in North Dakota and utilized a collective case study approach. The eight participants in this study taught social studies at the secondary level. Data for this study was collected through two one-on-one semi-structured interviews with each teacher, as well as classroom observations and document analysis (lesson plans, curricular materials, etc.).The first key finding of this study indicated that participants' conceptions of human rights centered on Western notions of rights, such as individual rather than collective rights or the right to participate in capitalist economic systems. Democratic participation was also cited as a basic human right, though few teachers elaborated beyond the act of voting on this topic. Conceptions of human rights as individual freedom were particularly apparent in participants' political ideologies. Furthermore, many participants' used comparative analyses to illustrate their views on human rights, which they did by illustrating rights denied to those outside of the United States. This practice demonstrated that human rights were viewed through the lens of American exceptionalism. The second key finding was that participants' conceptions of HRE favored common social studies aims, such as the promotion of empathy, tolerance, and social justice. Empathy was most commonly cited in relation to discrimination and/or oppression of racial minorities, while tolerance was viewed as a desirable outcome of social studies education in general, but especially when studying acts of violence due to religious and/or ethnic conflict. Social justice was an aspect of participants' conceptions of HRE. Some teachers said that they found HRE useful in framing discourse around morality and equity by providing more objective measures for concepts related to fairness and justice. It is important to note that participants' collective notions of social justice lacked critical action. The third key finding was that participants' conceptions of GCE emphasized knowledge of global perspectives and global interconnectedness, while critical citizenship took a back seat to this content-driven focus. Knowledge of global perspectives was framed as an awareness of histories, cultures, and current issues outside American borders. Participants' conceptions of HRE and GCE took limited critical forms. While they acknowledged the importance of understanding unjust systems of power, such as racism and inequality, participants focused on injustices that did not challenge their worldview. This study's findings have implications for research and practice. For example, the findings draw attention to the need to better understand why teachers rarely view human rights violations as local issues. Like their counterparts in other parts of the world, participants in this study overlooked local human rights violations while emphasizing human rights failures in other countries and cultures. Additionally, the finding that critical perspectives and action were lacking in HRE demonstrates the need and potential of critical pedagogy to provide a focus for education that centers on human rights. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]