This paper examines how three Asian American elementary teachers' pedagogical decisions regarding the teaching of Asian American history were influenced by their understandings of citizenship and reveals how broader understandings of citizenship can result in more inclusive cultural citizenship education. The theoretical frame of Asian Critical Race Theory (AsianCrit) was essential to this examination as it centered the Asian American experience in the teachers' decision-making processes, asserting the significance of their common identity as Asian Americans in spite of their personal and professional differences. Through their work, the teachers (re)defined what it meant to be Asian American, to be American (citizen), and ultimately enacted cultural citizenship education, which disrupted traditional and normative examples of civic agents and civic action, as they presented their students with Asian American counternarratives. The paper concludes with practical applications of cultural citizenship education for inservice and preservice social studies educators and teacher educators.