This paper deals with teaching rhetoric in Croatian high school education with the aim of highlighting its rather unfavorable position and raising awareness of its importance. The paper begins with a historical overview of rhetorical pedagogy, so it looks back at the most important ancient Greek and Roman speakers. The following is an overview of available public speaking curricula in Croatian high schools. Given the relatively small number of schools in Croatia that provide their students with the opportunity to attend speaking classes and formally acquire rhetorical competencies, it is assumed that rhetorical contents are taught in some form within the mandatory subject of Croatian language. Through an analysis of the National Curriculum Framework for Elementary Education, the linguistic and communication area is presented, encompassing the planned rhetorical content. By examining the Curriculum of the subject Croatian language for primary schools and grammar schools, prescribed educational outcomes for the four grades of high schools are presented. The analysis of the textbooks proposed for the subject Croatian language shows the contents intended for the realization of those outcomes. The proposal of the rhetorical module in the teaching of the Croatian language for all four grades of grammar school, which includes topics in the field of rhetoric, was then presented. Such a suggested module would be extremely useful and important for students' development of communication and social skills, critical thinking, self-confidence growth, understanding and interpretation of literary works, but also preparation for participation in a democratic society.