The National Unity and Reconciliation Commission (NURC) is the institution set up by the post genocide government of Rwanda, responsible for national unity and reconciliation. The aim of this research is to assess the educational role of NURC in Rwanda’s peace building efforts. This thesis uses Paulo Freire’s critical pedagogy and Kwasi Wiredu’s consensual democracy as its theoretical framework. The study uses qualitative methods of data collection and data analysis. Primary data was collected from NURC documents. Personal interviews and observation were also used as tools of data collection. Eight individuals from NURC and fourteen individuals who participate and benefit from NURC activities were interviewed. A total of eight NURC workshops were observed. Data was analysed through content analysis. While it is not explicit in NURC documents, the study found that NURC uses liberative, interactive methods in its engagements with the public. NURC, through its research and other activities, has added clarity to the state’s position on ethnicity, reconciliation and forgiveness. The study also found that NURC has played an important role in elevating alternative perspectives on the history of Rwanda. The study found that NURC faces several challenges in executing its tasks. Among these challenges are: scarcity of resources, colonial legacy and unresolved past injustices. While Rwanda is a special case because of common language, the study suggests that what other countries can learn from the Rwandan case is the importance of education for peace building. The case study of NURC also showed the importance of creating institutions that specifically deal with peace and nation building. The study also showed the importance of involving different stakeholders in the peace and nation building process. Regardless of the challenges however, the findings show that NURC has played a positive role in shaping Rwanda’s political terrain with more people embracing a new Rwandese identity.