This qualitative case study examines one secondary social studies teacher's enactment of her critical constructivist beliefs in teaching for democratic citizenship education. Results are organized around the knowledge, skills, and dispositions addressed, and their consistency with critical constructivism. The teacher's practices were consistent with her beliefs; however, she struggled to balance her critical perspectives with her developing knowledge of critical scholarship and the belief that her students needed to come to their own conclusions. (Contains 1 note.)