One of the challenges of teaching citizenship is that it can be understood in a variety of quite different ways. Singapore has a centralized education system, where political leaders wield direct influence over citizenship education. Social studies is a major vehicle for citizenship education, with a focus on nation-building. The official discourse on citizenship, while clearly articulated, has still to be implemented by teachers. In a context made complex by globalizing forces, how do teachers understand citizenship? This article reports on social studies teachers' understandings of citizenship in Singapore schools. The study utilized a qualitative case study approach of eight teachers to provide depth and insight into their understanding. Findings revealed four themes, namely identity, participation, awareness of the nation's past, and thinking citizenry, located within the nationalistic, socially concerned and person oriented stances. This reflected a citizenship education landscape in Singapore that, despite tight controls, was not rigid, prescriptive or homogenous. (Contains 1 table.)