Citizenship education is considered a primary purpose for social studies education. However, in elementary classrooms, it is often limited to the memorization of mainstream civic knowledge and learning about a handful of American heroes. This qualitative study of three Asian American educators uses Asian Critical Race Theory to explore how the teachers drew from their own cultural and linguistic experiences to inform pedagogies of cultural citizenship education that interrogated what it means to be a citizen. By (re)defining the terms Asian American and American (citizen), the teachers enacted cultural citizenship education through the use of counternarratives and children's literature that disrupted normative conceptualizations of citizen. Their work demonstrates how educators can present more inclusive depictions of civic identity, membership, and agency to young learners.