This study investigated the attitudes and beliefs of four civic and United States government teachers on democratic education practices. The first part of the study investigated the methods and approaches these teachers use to foster the knowledge, skills, and dispositions essential to a democracy’s survival by understanding how they construct their own meaning concerning elements of democratic education. Through interviews, instructional observations, and document analysis, an evaluation of the role and impact of teacher beliefs and attitudes on democratic education practices gleaned insight into how these teachers construct, interpret, and share their understanding as a condition of building civic capacity within their students. Findings showed their beliefs and attitudes did matter in how they approached their instruction and use of democratic education practices. Despite expressing positive views regarding their inclusion into their instruction, teacher discomfort and lack of confidence in engaging students in this form of instruction determined whether or not they utilized these practices. Preventions and recommendations were made for ways in which teacher discomfort and lack of confidence may be addressed to overcome the lack of use of democratic education practices in instruction, as well as a framework for approaching the teaching of K-12 civics.