The main target of this study is to make a comparative analysis between the presence or absence of historical thinking competencies in the official curricula of Gymnasieskola (Sweden) and Bachillerato (Spain). To reach this goal, a mixed instrument was designed, both qualitative and quantitative, to analyze the offical documents. The results show a great presence of “historical consciousness” in the case of Sweden and the use of historical sources and evidences in the case of Spain.