This article draws on a qualitative study of educators and how they understand and experience the integration of counter-radicalization measures into Norwegian schools. Our study reveals that a securitization of education is made possible, as the dominant counter-radicalization discourse conforms to neoliberal governance, which decentralizes governmental tasks on first-line practitioners. While terrorism-related issues are a source of fear and uncertainty, the “remedy” for terrorism is portrayed as the identification and rehabilitation of individuals who are deemed vulnerable to radicalization. Thus, the counter-radicalization discourse appeals to the educational ideal of citizenship and the safeguarding of vulnerable youth, without paying enough attention to the ethical and practical dilemmas when education becomes securitized. Despite the ease in which this vulnerability perspective fuses with existing educational practice, our research shows that Norwegian policies are not well known and, therefore, offer limited applicational value for educators. This comes as little surprise, given that current research indicates that counter-radicalization policies can be probabilistic, generic and de-contextualized. A growing body of literature suggests, on the other hand, that preventing terrorism requires contextual and locally based efforts to accommodate the heterogeneity of the target audience and stakeholders. The authors, therefore, question whether the preventive responsibilities that are now bestowed on educators in Norway correspond to what we currently know about terrorism and its prevention.