This article addresses how teachers conceptualize and attempt to develop citizens within the context of market-based reforms. Findings are based on a qualitative case study of Teach For America teachers at a Knowledge is Power Program charter school in New Orleans. Using Westheimer and Kahne's taxonomy of citizenship, I provide evidence that participants envision multiple types of citizenship, yet only those who seek to develop personally responsible citizens, which I argue accept the fundamental tenets of neoliberalism, are able to actualize their goals and implement a pedagogy that reflects their ideology. Teachers' lack of capacity and freedom to develop participatory and justice-oriented citizens stands in stark contrast to the justice-based rhetoric employed by market-based reformers and further calls into question the assumption that increased test scores are an indication of successful reforms.