The article investigates the ways in which minority schools in Latvia, Estonia, and Slovakia resist the dominant narratives of nation and citizenship and provide an alternative model of civil enculturation for students. It provides evidence to support the hypothesis that differences between competing narratives of statehood and nationhood among schools of two major ethnic groups in each country constitute relatively separate models of civil enculturation that may be shaped by political and social factors outside the school, such as power relations among groups. (Contains 1 table and 3 figures.)