Undocumented youth experience heightened moments of exclusion in certain places and at particular times. Civics classrooms can be such places, especially during times of hypernational focus such as national elections. This article begins by describing one undocumented student's experience in his U.S. Civics class. It goes on to detail a study carried out by the authors to learn from skilled, committed, and experienced teachers in what is complex terrain. They focus on the idea of "citizenship status normativity" (CSN). CSN highlights how citizenship privilege operates and assumes a taken-for-granted status, especially for those who occupy dominant positions, whether or not they are aware of it. CSN is based on an untroubled and idealized conception of citizenship--one that legitimizes the status-quo built into the intersectional hierarchies of citizenship. Herein, the authors argue for the importance of collectively challenging citizenship status normativity for more equitable educational experiences for all students. They first provide some context about how they think about "citizenship." Second, they share a brief overview of their research. And third, they share about teachers from their study who challenged CSN in practice and they provide a summary of what they learned from them.