This article explores and examines the social studies content knowledge that preservice teachers have about commonly studies historical figures. The data indicate that preservice teachers often have shallow and decontextualized understandings of historical individuals such as Christopher Columbus and Helen Keller, despite their being repeatedly studied in the preservice teachers' educational careers. The content knowledge gaps are not the significant finding, however; rather, it is the process of critical inquiry that speaks to the notion of human citizenship. (Contains 2 tables.)