Creating a harmonious and amenable atmosphere in the language classroom is an essential step for peaceful learning. Plurilingual and pluricultural language education was put forward in CEFR (Common European Framework of Reference for Languages) was developed by the Council of Europe and officially launched in 2001. The purpose of this study is to examine the discrepancies between the curriculum and peace edu-cation components in English teaching classrooms in Turkey. Document analysis was made with the curriculum including activities and coursebook for 7th graders to examine the peace education components. Furthermore, interviews were conducted with the English language teacher as a key informant and ten 7th grade-students as a chosen case to get additional data to the document analysis. As a result of the content analysis of the interviews, there are three main themes that emerged which are knowledge, motivation, and culture/context. According to the results, a peace edu-cation model for EFL classrooms was proposed.