More and more programs of citizenship education in Germany (and other countries) tend to advance democratic citizenship through social learning in communities. A strong emphasis is put on social engagement to get young people involved in politics as well as to teach them participation. A qualitative analysis of selected German social learning programs shows that it is not given that students independently evaluate the political contexts of social problems. Nevertheless, these programs, which try to encourage democratic citizenship, are more characterized by behavioral goals and the aspiration to attain a prosocial attitude change than by aiming at democratic behavior. For an "activating state," personal responsibility seems to be more important than critical analysis and truly political participation. This article attempts to shed light on key structural shortcomings and problems that are the origin of young people's apolitical perceptions of community work and common practices of service learning. The goal is to develop a conception of citizenship education that leads from social to political learning.