The purpose of this qualitative descriptive study was to explore how K-5 teachers describe the connections between their personal career development and their ability to implement digital citizenship pedagogy in the classroom. Twenty-four K-5 teachers completed a demographic questionnaire before signing up to participate in either a semi-structured interview or a focus group. During the semi-structured interviews and focus groups participants described their experiences with digital citizenship pedagogy and the professional development they engaged with to learn about digital citizenship. There were two research questions used to guide the research. Braun and Clark's six step thematic analysis procedures were used to analyze the data. The resultant 748 codes were divided into 45 initial themes that were refined into six themes. The first research question was answered with three themes that highlighted the ways teachers developed their digital citizenship pedagogy and factors that prevent them from engaging in professional learning it the area. The second research question was also answered with three themes, which explored how teachers set expectations for device management and connect digital behaviors to life skills in the classroom. The findings of the study highlighted the complex nature of professional development and difficulties in integrating digital citizenship pedagogy into the classroom, due to the educational priorities at the personal, school, and district level. Insights from this study should broaden the perspective of digital citizenship stakeholders charged with teaching young digital learners and ensure that producing productive digital citizens is a priority at every grade level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]