In Florida, civic illiteracy among middle and high school students is a pressing concern despite state initiatives to increase civic competence (Florida House of Representatives, 2019; FLDOE, 2023b; Florida Department of State, 2023). Recent scores on state civics and social studies standardized assessments reveal a disheartening fact--an average of 65,139 of Florida's students failed to meet the minimum proficiency requirements to pass the exams (FLDOE, 2022b, 2022d, 2022e). Standardized assessment results exposed that many of Florida's students lack basic knowledge of the American political system, which calls for immediate attention and research-based solutions. I conducted an embedded multiple qualitative case study using Lave and Wenger's (1991) Situated Learning Theory (SLT) and Legitimate Peripheral Participation (LPP). The study included six teacher participants from three different charter schools in a shared network. Participants included middle and high school social studies teachers who each served as an embedded unit. The three charter schools served as the individual cases in the study. The two data sources, including direct observations of classroom instruction and one-on-one semi-structured interviews, gave voice to the lived experiences of each participant. In this study, I identified three main themes and one emerging theme that aligned with the theoretical framework. The three primary themes included the integration of technology, overemphasis on testing, and direct instruction and independent learning practices. The single emerging theme was a deemphasis on community connections. The integration of technology to provide students with access to technologies and epistemological knowledge of practice was the singularly present theme across all cases. The implications of this study reveal the need for key decision makers to integrate technologies of practice into social studies classrooms to provide students with legitimate learning experiences, to provide social studies educators with professional learning and mentorship programs with experts in LPP integration, to reexamine state civics and social studies standardized assessments; and, to integrate opportunities for students to practice active citizenship and establish interconnections within and outside of the school setting. This study sheds light on the prevalence of civic illiteracy in Florida and offers research-based approaches to address this problem of practice and promote civic literacy among students. [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.]