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This study delves into the theoretical frameworks employed in teaching public economics to Czech students. By analyzing existing instructional materials, the research aims to bridge the gap between theoretical underpinnings and practical applications within the public sector. The investigation reveals a disparity between the emphasis on theoretical constructs and the incorporation of real-world economic challenges. A content analysis of textbooks and supplementary materials identified six distinct categories of economic theories. While these categories provide a foundational understanding, the study underscores the need for greater integration of case studies, policy analysis, and empirical research to enhance students' preparedness for public sector roles. Recommendations for curriculum development and pedagogical approaches are offered to foster a more comprehensive and applied learning experience.