This study examines teacher knowledge used to teach civic-perspective-taking in elementary settings. To do so, the researcher analyzes teacher knowledge-in-use through the ways three teachers adapted a curriculum focused on civic perspective-taking through observation of teachers' enactments of each lesson. Findings indicate that teachers used specific types of knowledge, namely "knowledge of locally-relevant issues, knowledge of students' home lives and cultures, and knowledge of the community and its features," to adapt the lessons they co-designed. Implications for future research based on these findings are discussed.