Purpose: This paper examines how vocational civics teachers navigate structural constraints and their understanding of the challenges involved in preparing vocational students for democratic citizenship. Design/methodology/approach: Using a discursive psychological approach to analyse interview material, the study discusses identified discourses about critical policy analysis and street-level bureaucracy theory. Findings: The findings reveal that the structure of vocational upper-secondary education significantly constrains civics teachers. Teachers oscillate between feelings of compassion, anger, resignation, and rebellion as they attempt to manage these challenges. Research limitations/implications: The study highlights the need for further ethnographic research on teaching practices. Practical implications: A significant number of Swedish upper-secondary students receive a limited civics education that inadequately prepares them for democratic citizenship.