Human rights have been taught at universities in Sweden since the late 1990s. While these programmes are substantively advanced, they are, like most university educational programmes, delivered in a traditional academic manner. However, the scholarly field of Human Rights Education critiques transmission models of education, advocating for more evolved teaching and learning methodologies that require academic educators to embody transformative teaching and learning approaches. This article examines the perspectives of nine human rights scholars responsible for cross-disciplinary human rights programmes at five universities in Sweden. The research question explores how educators’ views on university human rights education can be problematised using theories on student subject-ness, criticality, activism, and transformation. The findings and analysis show gaps between what is taught and how it is taught. Based on the study, the author contributes to developing university human rights education as a field targeting the relationship between human rights education and educators’ practice.