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Migration is a hotly debated topic in society and the media. The topic was introduced as a distinct chapter in the geography curriculum in 2015 for middle school and in 2019 for high school. Is it an issue for debate in schools? To answer this question, we must analyse how migration are taught. Such analyses do not go beyond the study of textbooks. In this article, we analyse the whole curriculum design process in the framework of the Erasmus Geocap 3 project: geography curricula, textbooks, the representations students have of migrations and teachers’ reported practices. We demonstrate that, against all odds, migrations do not arouse strong reactions in schools.