This report documents and compares two cases of pre-service elementary teachers' beliefs about democracy and education for democracy in the USA and Bosnia and Herzegovina along with contextual factors influencing the similarities and differences among these beliefs. Findings suggest that US pre-service elementary teachers have a self-proclaimed lack of knowledge about democracy and primarily view citizenship education as a means to teach children how to get along. Conversely, Bosnian pre-service teachers hold more nuanced views of democracy and education for democracy, formed while their country transitioned from socialism towards democracy following a devastating civil war. Consequently, they focus on teaching children the skills and dispositions necessary for successful democratic citizenship to preserve their country. These divergent understandings of democracy within the two cases may hold potential benefits to teachers in both emergent and established democracies. Implications of these and other findings are discussed, as well as potential future research.