This qualitative study examined ways in which one class of primary grades students understood the concepts of civic virtue and civic engagement through integrating social studies and literacy. Findings suggest that easily available classroom resources were insufficient in providing teacher guidance in developing rigorous social studies. Students’ conceptual learning was initially constrained given an over-reliance on textbooks. Further, the literacy block was an appropriate place to incorporate social studies; and, that the social studies concepts, integrated with literacy were understood by the students. In order to develop elementary students’ civic conceptual understandings so they can be applied across contexts, focusing on larger concepts and ideas in social studies is key.