In this article, the authors argue that if pupils are to make educated choices about their roles in Europe, it is important that a European dimension be included within education. These authors see three concepts as integral to a European dimension--identity, cooperation, and integration--and suggest that for the full potential of European dimension to be understood, these concepts must be seen as interrelated. Yet notably, while at key stages 3 and 4 of the National Curriculum for England and Wales, the Qualifications and Curriculum Authority orders for citizenship explicitly refer to the European Union as an arena for "citizenly activity," the orders make no direct reference to developing a "European Identity" (DfEE/QCA 1999). The authors question whether, if within a European dimension, pupils are not encouraged to see a "European" aspect to their identities, they will be willing to engage with issues of cooperation and integration across the Union. With this question in mind, this paper explores aspects of a European dimension that teachers and those training to teach embrace when talking about European Unification. Established teachers' views are explored with specific reference to the communities in which they work and the programs of education for citizenship they have developed. Views of student teachers are offered to give a more general insight into the understanding of those entering the profession. (Contains 1 note.)