Drawing on a three-year multimethod study of civic engagement within "Dewey Elementary," this article identifies the contextual supports of civic efficacy. In particular, it works to map the role of the teacher in supporting the civic action and efficacy of six fifth-grade girls who requested changes to the school's existing lunch plan. An analysis presents four supports for the development of civic efficacy: building curriculum from life, asking questions, working in a diverse group, and practicing skills of civic activism. The author's conclusions point to particular social spaces and processes that facilitate civic efficacy, which can lead to better practices and policies for civic education in the younger years.