The purpose of this paper is to explore how three world history teachers, despite their stated rationales, nevertheless addressed and reinforced notions of citizenship in their classrooms, both implicitly and explicitly. In doing so, Erin A. Bronstein addresses the following questions: (1) How do the research participants talk about their beliefs about citizenship? (2) How are these ideas of citizenship manifested in their world history classes? and (3) How do the teachers' beliefs and praxes compare to ideas of citizenship found in scholarly literature? Because a central mission of social studies is to foster citizens, and because world history is a social studies subject, one might expect world history teachers to incorporate ideas of citizenship into their courses. However, in this study, she finds that high school world history teachers from the same Midwestern state frequently missed opportunities to draw on, identify explicit references to, or connect with topics related to citizenship in teaching the subject matter.