The main objective of this study was to analyze the curriculum with respect to citizenship education at secondary level in Punjab. To achieve this objective, this study was accomplished in four phases. The phase I was related to the development and validation of checklist, as citizenship education is diversified field, thus the checklist was comprised of thirty five elements of citizenship which were identified with the help of literature review and its validity was assessed by a jury of experts. These elements were grouped into the six dimensions (main categories) of citizenship education such as communication and group work abilities, self-discipline, tolerance, political literacy, critical thinking and individuation. The phase II was concerned with the use of checklist for qualitative content analysis of three important sources of citizenship education. The first source was the curriculum documents 2006 of four subjects such as English, Urdu, Pakistan studies and Islamiyat of both 9th and 10th classes. The second source was used for analyzing the content of textbooks of all four subjects mentioned above of 9th and 10th classes. The third source was the education policy 2009 approved by the federal government of Pakistan. To collect the data from these three sources, relational analysis (a sub-technique of content analysis) approach was adopted to explore the link and relationship between texts concepts, words or phrases with elements of citizenship education. The process was completed in eight stages under the model of content analysis (relational analysis) proposed by Wilkinson and Birmingham (2012). The important stages were deciding which type of relationship to examine and coding and categorizing the text for further exploring relationships of text with the elements of citizenship education. Phase III was specified for quantitative data collection. For this purpose a questionnaire of five points Lickert scale was developed by aligning it to the already developed checklist of first phase. The focus of this phase was to examine the teacher’s view by agreeing or disagreeing through their agreeing or disagreeing about the presence of 35 elements of citizenship education. The phase IV was related to the final analysis and interpretation/description of all the data collected through both quantitative and qualitative research methods. It was revealed through the analysis of curriculum of secondary level in Punjab that all the elements of each major dimension of citizenship education were not comprehensively imparted through curriculum to the young students. Overall our education system was ignoring the provision of citizenship education at secondary level. The chi-square test also indorsed this fact that all the sources i.e. textbooks, curriculum documents, education policy 2009 and teacher survey review were not found to uniformly contributing to even a single element of citizenship education. The teacher views were notably important which had verified the overall situation of citizenship education in the curriculum in the Punjab Pakistan.