Teachers understand and apply citizenship education differentially in traditional western democracies. But what of Asian countries where democracy is more recent and treated differently and where countries have traditions of highly controlled education systems? Do teachers have and demonstrate independence of thought in civic matters? This article reports on a study of social studies teachers' understandings of citizenship education, and how these understandings influence their teaching. We found that teacher understandings and practice of citizenship education were located in three distinct groupings, characterised as nationalistic, socially concerned and person oriented. This reflected a citizenship education landscape in Singapore that, despite tight controls, was not as rigid, prescriptive or homogenous as literature on the Asian region suggests. (Contains 1 table.)