Since 2014, teachers in all schools in England have been required to ‘promote’ the ‘fundamental British values’ of democracy, rule of law, individual liberty and mutual respect and tolerance of those of different faiths and beliefs. This book explores the response from teachers, drawing on data collected in 2016– 17 from interviews with 56 teachers and other education professionals and from 49 observations of lessons, assemblies and workshops. The English schools’ inspectorate, Ofsted (Office for Standards in Education, Children's Services and Skills), assess both how schools promote ‘fundamental British values’ (FBV) and how they prepare students for ‘life in modern Britain’ as part of their school inspections. From September 2019, schools will be required to ‘develop [pupils’] understanding of ‘ FBV as part of ‘preparing pupils for life in modern Britain’ (Ofsted, 2019 para 28). This slight change in wording may perhaps recognise some of the public criticisms of the requirement discussed later, but it is unlikely to impact significantly upon practice. The requirement to promote FBV falls on teachers in England in both the independent and the state-funded sectors, but not, at the time of writing, on those in Wales, Scotland or Northern Ireland because of their devolved education systems. The immediate confusion arising from that situation – promoting ‘British’ values only in English schools – also impacts the wider project: how do these identified values fit into a national narrative of Britishness?