The notion of democracy holds a privileged place in society, and educators and policymakers increasingly pursue programs to promote democracy through civic education, service learning, and other pedagogies. However, underlying beliefs differ, with some associating democracy with liberal notions of freedom, while others see it as primarily about equality. The article explores three conceptions of the "good" citizen: personally responsible, participatory, and justice-oriented. These conceptions emerged from democratic theory and a two-year study of educational programs aiming to promote democracy. The authors argue that these conceptions reflect different beliefs about the capacities and commitments needed for democracy to flourish, and they carry different implications for pedagogy, curriculum, evaluation, and educational policy. The authors conclude that politics and the interests of varied groups are often deeply embedded in the ways efforts to educate for democracy are conceptualized, implemented, and studied. The article discusses the differences between programs that emphasize participation and those that emphasize justice. It describes two programs: Madison County Youth in Public Service, which aims to develop participatory citizens, and Bayside Students for Justice, which aims to develop justice-oriented citizens. The study used a mixed-methods approach, combining qualitative data from observations and interviews with quantitative analysis of pre/post survey data. The results showed statistically significant changes in students' beliefs and commitments related to civic participation. The study found that students who participated in the Madison County program showed greater belief in their personal responsibility to help others, greater belief that government should help those in need, and a stronger vision of how to help others. The study also found that students who participated in the Bayside program showed greater commitment to structural explanations of poverty and a stronger sense of agency. The authors argue that the narrow and often ideologically conservative conception of citizenship embedded in many current efforts at teaching for democracy reflects political choices with political consequences. They emphasize the importance of considering varied notions of citizenship reflected in different programs and that decisions made in designing and researching these programs are, in fact, political. The study highlights the need for more discriminating analyses of programs that seek to nurture good citizens. The authors conclude that educators need to take into account the varied notions of citizenship reflected in different programs and that decisions made in designing and researching these programs are, in fact, political.The notion of democracy holds a privileged place in society, and educators and policymakers increasingly pursue programs to promote democracy through civic education, service learning, and other pedagogies. However, underlying beliefs differ, with some associating democracy with liberal notions of freedom, while others see it as primarily about equality. The article explores three conceptions of the "good" citizen: personally responsible, participatory, and justice-oriented. These conceptions emerged from democratic theory and a two-year study of educational programs aiming to promote democracy. The authors argue that these conceptions reflect different beliefs about the capacities and commitments needed for democracy to flourish, and they carry different implications for pedagogy, curriculum, evaluation, and educational policy. The authors conclude that politics and the interests of varied groups are often deeply embedded in the ways efforts to educate for democracy are conceptualized, implemented, and studied. The article discusses the differences between programs that emphasize participation and those that emphasize justice. It describes two programs: Madison County Youth in Public Service, which aims to develop participatory citizens, and Bayside Students for Justice, which aims to develop justice-oriented citizens. The study used a mixed-methods approach, combining qualitative data from observations and interviews with quantitative analysis of pre/post survey data. The results showed statistically significant changes in students' beliefs and commitments related to civic participation. The study found that students who participated in the Madison County program showed greater belief in their personal responsibility to help others, greater belief that government should help those in need, and a stronger vision of how to help others. The study also found that students who participated in the Bayside program showed greater commitment to structural explanations of poverty and a stronger sense of agency. The authors argue that the narrow and often ideologically conservative conception of citizenship embedded in many current efforts at teaching for democracy reflects political choices with political consequences. They emphasize the importance of considering varied notions of citizenship reflected in different programs and that decisions made in designing and researching these programs are, in fact, political. The study highlights the need for more discriminating analyses of programs that seek to nurture good citizens. The authors conclude that educators need to take into account the varied notions of citizenship reflected in different programs and that decisions made in designing and researching these programs are, in fact, political.