The goal of the International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study has been to examine, in a comparative framework, the political socialization of adolescents as they prepare for their roles as citizens of democracies. Approximately 90,000 students from the modal grade for 14-year-olds from nationally representative samples in 28 countries were tested during 1999. This paper focuses on the predictors of four different types of political engagement: (1) electoral, (2) partisan, (3) volunteer, and (4) protest. The potentially influential factors examined were knowledge of democracy and skills in interpreting information, sense of trust in government-related institutions, and aspects of the schools (perceptions of curriculum, sense of efficacy developed in the school culture, perceived encouragement of discussion in the classroom, and current participation in organizations). Countries profiled in the paper include Australia, England, Greece, Norway, and the United States. Between-country and within-country patterns indicated multiple modes of engaged citizenship resulting from the political socialization process inside and outside school. By teaching knowledge, emphasizing civic topics in the curriculum and imparting beliefs in the importance of various adult activities and by ensuring a participatory culture, schools can make a difference in preparing students for citizenship. A role for organizations, both in general and those specifically related to political and voluntary activities, is also indicated. The theoretical base for the paper is E. Wenger's work on communities of practice. Includes five tables. Contains 25 references. Information about the database of the IEA Civic Education Study is appended. (BT)