With this work, we aim to participate in the debate following the reintroduction of Civic Education in the Italian school system (Law 92/2019). The research goal is to build empirical evidence on teachers’ points of view about this reintroduction, focusing on secondary-school teachers. At the same time, we try to elaborate suggestions on instructional design and assessment practices in coherence with the literature on citizenship competencies. The research is a quantitative survey on a large sample, but we also planned some qualitative moments to better detail teachers’ opinions, beliefs, and attitudes. The survey was conducted in a.y. 2021-2022 and a questionnaire was administered to two samples of teachers: the regional sample (main study) and the national one (supplementary study). The regional sample was selected with a randomized procedure. The results of this study highlight an incomplete acceptance of the innovations of the “new” Civic Education. Teachers’ answers show difficulties regarding the instructional design of the curriculum for this subject, due to a lack of cooperation between teachers of the same staff. Teachers are not used to working together on a common definition of educational goals and instructional activities for Civic Education. Also, the results show a lack of knowledge regarding the concept of “competence” and its significance for educational approaches and practices; in particular, teachers seem to be partially resistant to innovations in the field of curriculum design and evaluation practices for the development of competencies. The results point out the need for support and professional education for teachers, in particular on what concerns instructional design for the development of citizenship competencies, and their assessment. More in-depth studies in the field of Teacher Change are needed, to better understand the relationship between teachers’ attitudes toward changes, objective and organizational restrictions, and the adoption of innovative practices in class.