Building on sociocultural theories of teaching and learning, rooted in constructivist traditions, this study examined the teaching of civics in relation to contextual sociocultural factors in the Israeli educational system. The study focused on ways in which three civics teachers conceptualized and framed notions of "good citizenship" in relation to the teaching of the civics subject matter, and on the ways in which such notions manifest in their planned teaching. The main finding points to how the teachers framed their civics lessons in a manner that was in congruence with their perceptions of their students' approaches to citizenship. Thus, the study reaches the conclusion that teachers' perceptions are a key element in framing and conceptualizing civics lessons, resulting in a reality in which students from different backgrounds may experience significant differences in their orientation to the notion of "good citizenship", limiting their exposure to multiple views.