In a three-year study, the authors explore students' understandings and experiences of citizenship at two high school sites in Regina, Saskatchewan. Specifically, the authors consider the possibility that social location mediates the extent to which the official social studies curriculum is able to produce students as "good" citizens. The analysis of student survey responses and focus group conversations suggests the continuing salience of social class in students' understandings of and relationships to the officially sanctioned discourse of "good" citizenship. (Contains 4 tables and 3 notes.)