There is strong support for educating children and young people about their human rights, but there is also widespread uncertainty about what this education should consist of—what the content of children’s human rights education should be. This article maps and synthesizes what previous research has identified as the main content areas and suggests a terminology for talking about content in education about, through and for rights. Drawing on two theoretical perspectives on educational content—the powerful knowledge approach and Didaktik theory—a vocabulary for identifying different kinds of content was generated and used to analyze intended, enacted or suggested content displayed in earlier research. The findings show that high attention is paid to content in education about rights, which is demonstrated in almost all publications in a well-elaborated and detailed manner. In contrast, content in education through rights is found to be little addressed and elaborated in the analyzed research. Meagre elaboration is also the case for content in education for rights, although this is displayed in a higher number of publications. Content themes for education about, through and for rights are identified and described, and these are suggested to serve as a basis for further research.