Given the growing cultural and economic diversity of today's students, this qualitative case study investigates how 4 social studies preservice teachers taught for critical multicultural citizenship during their student teaching semester. The tenets of critical citizenship emerge out of the intersection of critical pedagogy and multicultural education. These tenets for critical multicultural citizenship education include seeking out and challenging gaps in democracy, promoting critical reflection and consciousness, and advocating for collective action to transform institutional injustices. This case study traced perspectives held by participants about the nature of democracy and citizenship and explored how these preservice teachers enacted these views in their classroom teaching. Data collection measures included five observations, reflective journals, three interviews, and other assignments related to the participant's student teaching coursework. Findings suggest that these participants, all preservice teachers of color, adopted views and teaching practices that aligned with critical multicultural citizenship; however, participants struggled to overcome constraints in their student teaching contexts in order to teach for this kind of citizenship. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]